Meeting+Summary+Apr+1

Thursday April 1
In this meeting we discussed ways we can organize the data we are gathering and capture our thinking while relating it back to the BSS Model of Teaching and Learning. We explored Vygotsky and discussed the implications of his theory of the social construction of knowledge and the zone of proximal development for teaching. We also began an examination of Dewey to be continued at our next meeting.

** Vygotsky **

Children construct knowledge Learning can lead development Development must place within the social context Language is central to mental development Overarching notion: Society goes about its business and children learn - society must be doing it right. So why not use society’s approach to teach children in school? - in fact, if this is true - that children learn in, from and with the social context they are in - school can't just teach content/concepts - schools teach the social-cultural context that they are.

Language is central - tool for constructing understanding and knowledge - language mediates what is learned.

Interactions with a(n) (older) master of the task is vital Social interaction between learner and guide

In society, the young learn how to perform the tasks vital to that society. Eg weaving, pottery-making, tying a shoe (these are authentic, not theoretical tasks) learn by observation, manipulation, conversation, being part of the larger social context

School should be the same. Why should or could it be any different? Deeper learning occurs through doing rather than just hearing/reading about. (challenges teacher to provide authentic tasks and be an expert in them)

Real learning occurs in Zone of Proximal Development) - the state a learner is in when he can move to the next level with support The developmental stage between assisted performance and independent performance. - if learner is unable to do it without this support, they are not yet in the zone and will become frustrated or discouraged - if learner has already mastered the task then further support will serve as a source of irritation - SO, instruction needs to be tailored to the individual learner’s needs

This support is what we call “scaffolding” – it includes questioning, instructing, modeling, praising, giving feedback to the student, using words that outline the process of working through the task as a summary, so that the student can use these on words in the intra realm, when they try to do it on their own in subsequent attempts - as less and less guidance is give, these scaffolds are removed - the learner may now have a new ZPD w.r.t. the next task - Phase 1 The language the master uses gets absorbed into head of learner

Phase 2 The language and their refinements are used by the learner to work through the tasks for themselves

Phase 3 Automation – no thought required

Phase 4 Forgetting how to.

Video 1 Social context and the importance of language. []

VIDEO 2 PIAGET VS. VYGOTSKY [] Video 3 start at 1:30 points out that use of unassisted performance is not a valid measure of a child’s current abilities 5:40 teacher should provide activities that are just beyond what a learner can do on their own but can do with assistance (targeting upper end of ZPD) – developmentally appropriate interactions []

scaffolding - sometimes taken as very teacher directed (modeling, instructing, questioning, giving praise, feedback, summary task)

students' need/want/programed to please someone else - is that overriding the fear of stage of talking to self

Ponderings:


 * Would it be useful for students to learn about how people learn?** do we want them to understand that one stage is about talking to self and learning
 * Teachers as mediators of curriculum (rather than deliverers/transferers)** one who mediates in the zpd. with intervention
 * If unassisted performance is not a true measure of student's ability/understanding** - what are the implications for assessment? For teaching? Each student's zpd is likely to be unique - requires differentiation of mediation and intervention.

- learning by doing and going into the larger community to learn
 * Dewey**

a philosopher first and foremost -practical applications was trying to have philosophy help people understand their lives - understand practical things. -his school and ideas reflect his time and place-parallels Reggio-

didn't believe in the ivory tower - bring education down from the Ivory tower.

Dewey's philosophy came out of his time and place.

-philosophy was about building the best America possible- strengthen democracy, create citizens -democracy was a creative enterprise, not a set of rules -- learning is a process - give students tools to learn

-education is the process, not the outcome. Give children tools to be successful in life its the process not the outcome

- school is a social institution - school is not child centred but community centred -- family, neighborhood, community, state

individual and society "All education proceeds by the participation of the individual in the social consciousness of the race" "He wanted his school to be neither child-centered, nor curriculum-centered; it was to be community-centered"

individual and democracy

- began day with discussion based on what was happening around them - brought in **experts** (skill related eg. made furniture)

Education was not a preparation for life but was life.

community into the school, and out in the //community but not as much as Reggio//

Ponderings: What are the implications for BSS - not just about community connections - but understanding school as within and of community, community life.


 * how do we create our best citizen - also what can they do for our world - create 'wise' people not only intelligent

How do you gain wisdom without getting the knowledge?


 * How do they construct personal wisdom?.... if we are not letting them to make decisions safely for themselves then they will not gain wisdom to make wise decisions**

BSS - integration with gr. 7, 8, 9 - choosing a theme to guide year - educating them as citizens - stewardship - grappling with different issues, usefulness to society How does that come out? lens in which they are viewing and making judgements and making stewardship happening

gr. 6 - social responsibility and diversity - trying to weave it throughout

embedded vs. isolated

How do students connect to these themes - do they seem them as integral to school life or are they isolated? Do they see them as social cultural themes - or themes chosen by teachers?

//More to come on Dewey - next meeting//