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[xmca] Re: obuchenie
Thank you Bella and Mike for your support.
I had mailed Bella off-list since I was unable to access the papers through
the xmca site. It kept asking for a password. Bella has since mailed me
with the documents attached.
Very interesting papers Bella. They will be a great help.
Regards,
Mark
>
> Today's Topics:
>
> 1. obuchenie (Mark de Boer)
> 2. Re: obuchenie (Bella Kotik-Friedgut)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Thu, 5 Jul 2012 11:45:29 +0900
> From: Mark de Boer <mark.yomogi@gmail.com>
> Subject: [xmca] obuchenie
> To: xmca@weber.ucsd.edu
> Message-ID:
> <CAOgf4eVXL+Ct_CdVj6+OmHMp4qVCzsj=
> eugE3JB8YPYKyMN9Qw@mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
>
> Hello,
>
> I've been doing a lot of reading on interaction in a tool-mediated learning
> environment and have begun to read specifically on different forms of
> assessment. In the second language acquisition classroom, I've been
> examining scaffolding, formative and summative assessment as well as
> dynamic assessment.
>
> These forms of assessment are very much different, but there is literature
> which suggests that scaffolding is similar in many ways to dynamic
> assessment. I'm not in agreement with this, but I'm attempting to figure a
> way to decipher the differences not theoretically, but in the classroom
> (there are enough convincing arguments in the literature to help me
> differentiate between scaffolding and dynamic assessment).
>
> Putting that aside for the moment, I've encountered the word obuchenie
> before through this list and also in some of the literature, and I'm not
> sure how to define obuchenie with respect with dynamic assessment. I'm
> convinced that they are one in the same.
>
> Looking for some guidance.
>
> Best,
>
> Mark
>
>
> ------------------------------
>
> Message: 2
> Date: Thu, 5 Jul 2012 09:13:45 +0300
> From: Bella Kotik-Friedgut <bella.kotik@gmail.com>
> Subject: Re: [xmca] obuchenie
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Message-ID:
> <CAEUxSQG=
> 08YVaE8YinQEUiVAgQG2+9qEBmSgqLjrDc0oqTKaeQ@mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> To Mark
> Here are short clarifications
> Scaffolding can be defined as a way of promoting learning within ZPD using
> system of means: mediators, language, shared (teacher or other
> person-student) activity.
> Dynamic assessment (DA) can be defined as process A- teaching =obuchenie
> (using scaffolding) -A.
> Attached are my papers on promoting autonomy for new (foreign or second)
> language learners and on affective factors in SLL.
> Bella Kotik-Friedgut
>
> On Thu, Jul 5, 2012 at 5:45 AM, Mark de Boer <mark.yomogi@gmail.com>
> wrote:
>
> > Hello,
> >
> > I've been doing a lot of reading on interaction in a tool-mediated
> learning
> > environment and have begun to read specifically on different forms of
> > assessment. In the second language acquisition classroom, I've been
> > examining scaffolding, formative and summative assessment as well as
> > dynamic assessment.
> >
> > These forms of assessment are very much different, but there is
> literature
> > which suggests that scaffolding is similar in many ways to dynamic
> > assessment. I'm not in agreement with this, but I'm attempting to figure
> a
> > way to decipher the differences not theoretically, but in the classroom
> > (there are enough convincing arguments in the literature to help me
> > differentiate between scaffolding and dynamic assessment).
> >
> > Putting that aside for the moment, I've encountered the word obuchenie
> > before through this list and also in some of the literature, and I'm not
> > sure how to define obuchenie with respect with dynamic assessment. I'm
> > convinced that they are one in the same.
> >
> > Looking for some guidance.
> >
> > Best,
> >
> > Mark
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
> --
> Sincerely yours Bella Kotik-Friedgut
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> ------------------------------
>
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> End of xmca Digest, Vol 86, Issue 5
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