ME:Guiding questions for the November 4 readings

From: Eugene Matusov
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Date: 29 Oct 1996
Time: 21:32:44


Week 6-7. 11/04-11/13 Readings due November 4 (part I; read at least any two of the following papers).

Topic 4. What are cultural, gender, institutional, and individual differences and similarities in how and what people learn? What are differences and similarities in trajectories of individual development? How do verbal and non-verbal communication contribute to learning? How does institutional environment define learning and its sustainability?

Rationale for the topic: In the second part of the quarter, we want you to focus on different psychological phenomena related to learning: cultural diversity, verbal and non-verbal communication, gender differences, language.

Tharp, R.G. & Gallimore R. (1988). Rousing minds to life. Cambridge: Cambridge University Press. Chapter 2: "A theory of teaching as assisted performance."

Eugene's questions:

1) Why is studying informal learning important for formal education? What is responsive assistance?

2) What is the ZPD according to Vygotsky and according to Tharp & Gallimore?

3) What is assisted performance? Give an example.

4) What is structuring situations?

5) How is "assistance provided by more capable others" differ from "assistance provided by the self"?

6) What is automatized, "fossilized" performance?

7) Why is lack assisted performance at schools? Can you find the four stages of ZPD in Barrios Unidos children, in yourself?

Rogoff, B., Mosier, C., Mistry, J., & Goncu, A. (1993). Toddlers' guided participation with their caregivers in cultural activity. In E A. Forman, N. Minick, C.A. Stone(Eds.), Contexts for learning: Sociocultural dynamics in children's development. (pp. 230-253): New York: Oxford University Press.

Eugene's questions:

1) What is guided participation? How different/similar guided participation in the Salt Lake City middle-class community and in the Mayan Guatemala community? What are general variability of guided participation?

2) What are "creating bridges to make connects between known and new" and "collaborative structuring the children's participation"?

3) What were the difference in verbal and non-verbal communication between the two communities? Can you see similar patterns at Barrious Unidos?

4) What were the differences in adult-child locus of responsibility between the two communities? What is the locus in Barrios Unidos, in your helping the children?

5) What is the role of observation in the two communities? Have you noticed any differences in the way how kids and how the UCSC students focus their attention at Barrios Unidos?

6) What are developmental trajectories of the kids at Barrios Unidos defined by their local communities?

Vasquez, O. (1994). The magic of La Clase Magica: Enhancing the learning potential of bilingual children. The Australian Journal of Language and Literacy, 17(2): 120-128.

Eugene's questions:

1) What is the role of games at La Clase Magica and Barrios Unidos (discuss similarity and difference)?

2) What is the role adults (undergraduate students) at La Clase Magica and Barrios Unidos (discuss similarity and difference)?

3) How does La Clase Magica facilitates development of language (both Spanish and English)?

4) What are the purposes of El Maga and maze at La Clase Magica?

5) What is the role of the Wizard Assistant Club? How does it help for language development? What is evidence of its help?