“horizon of observation”15andcould act as a peripheral participant to Johnny and Mikey’s pla
This phrase definitely has me thinking about intent participation and also has me thinking back to Ma & Munter with the same connection. Like Maddy, skaters often sat in this "on deck" position waiting for the right opportunity to participate.
In this case, Holly played the role of running commentator, seem-ingly in hopes that some of her narration would prove useful to Brandon, but she showedlittle distress or frustration when he failed to follow her suggestions. The reciprocal impas-sivity that we observed across them in this arrangement was interesting; it may have beendue to the fact that Brandon was the better player and both knew that he was assessing thevalue of her suggestions and deciding on the basis of the in-game situation whether it wassensible to act upon or disregard his sister’s help.
It is interesting here to see when Brandon followed and did not follow the suggestions given to him by Holly. He intently participated to her comments when he wanted to and ignored when he wanted to. Interesting dynamic here.
Unlike in the prior two vignettes, it is difficult to say here who is the more“expert” player. On the whole, we interpret the learning described here as a collaborativeprocess between two players of relatively equal status
Here we can see that roles shift depending on the situation. The sharing of the controllers shows that they see each other as equals, but also that each has strengths which they can share with the other. This again reminds me intent participation, where there are "fluid negotiations of responsibilities" (185)
with Maddy at the periphery observing,often commenting, and sometimes entering play under the watchful eyes of her brotherMikey
Ok, pretty solid example of intent participation. Maddy remains in the periphery until she is ready to participate. She is observing and assessing what is going on before she decides to play. The existence of a third controller for Maddy shows that her brothers were anticipating that she would join the game at some point, but allow for her to begin at her own pace. (Why it is kept all the way int he basement is another question.)
Forinstance, in the Solstice Safari, a group of players work together to collect data aboutthe sunrise and sunset at different locations around the world. This encourages col-laboration and social interactions among Whyvillians and teaches them about theEarth’s position in relation to the Sun, notions of time (days, years) and seasons,temperature, and geography (latitude and longitude).
This is interesting. Reminds me of intent participation. The Whyvillians need to voluntarily sign up to work with basically strangers. Connecting it back with the earlier point about race, makes me wonder how Whyvillians determine if they want to sign up with a particular collaboration.
To continue in the group requires many hours of practice across the years; the youngsters must memorize their music; the words of their songs, and their dance steps, and they must practice, practice, practice.
Intent participation--practicing in something they are interested in.
Often, after a sociodramatic play, he would ask the boys to analyze what had taken place within the action elicited from the set-up of the situation.
This is teaching the boys how to be active listeners. The boys are being taught this skill that will them become a part of their identity as being observant.
ately from her "teacher" voice into a more excited and proud-sounding par-ent voice, implicitly praising the boy and asking how he knew what the ob-ject was.
This would be intent participation, no? The mother is actively involving herself because the situation involves her son. Would the same type of engagement occur if it was a stranger?
If the boy's position on the repeated reading of the same books and the repeated watching of the same videos is anything like that of a typical 2-year old, the boy (and his parents) would have soon memorized lots of domain-specific knowledge. They would have learned labels such as firebox, tender, boiler, drive wheels, sanding gear, and steam dome. They would have ac-quired at least some general knowledge about mechanisms of locomO-tio
I think this is related to intent participation. The boy may have not been paying attention to anything but just going through the routine of reading the book and watching the movie.
hough as specializedchild-focused settings, they are distinguishable from family- and community-basedtraditions in which children are largely integrated in community activities
It is possible to use ideas around intent participation but still only conditioning a child only as a student, rather than a community member.
“transmission”
The word transmission implies very much a learn/repeat flow where there is little input or exchange. When observations are taking place with anticipation of participating, children are strategizing efficient ways of obtaining a goal without repeating.
many communities especially emphasize keen observation in supportof participation in ongoing mature activities.
that these communities expect observation to come with some sort of intent to participate in mature activities seems crucial to knowledge acquisition and skills development and is not necessarily something that happens in every classroom setting, although as Rogoff has pointed out, it can happen.
Now,instead of routinely helping adults, children are often involved in specialized child-focused exercises to assemble skills for later entry in mature activities from whichthey are often excluded in childhood. These specialized child-focused situations—especially schooling, but also pre-school lessons and child-focused conversation infamilies—often employ instructional practices and a concept of learning that wereheavily influenced by the organization of factories, forming a cultural traditionthat contrasts with intent participation.
This reminds me of Lave and Wenger's chapter 3 where they discuss the importance of apprenticeship. Rogoff instead suggests the importance of intent participation may not necessarily build the craftsmanship that an apprenticeship may, but that students can learn the social skills, and interactions that will happen in the work environment through these participations. This idea of assembling skills for late entry doesn't seem to work since students aren't being immersed in the scenario since they are only surround by adults. This is why "school is a lousy place to learn", sometimes.
The teacher encourages the children to solve problems together andreflect on the process.
Yes, in Japanese schools students take on roles that would never be allowed in the US--for example, there are no custodians at Japanese schools because the students do all the cleaning. A good example of how more responsibility is a mark of intent participation.
In U.S. classrooms children’s learning is often assumed to occur primarily bymeans of the teacher’s provision of information, in what has been called a factorymodel
Computer just deleted everything I typed. GRR. Is this still the style of instruction in most schools? When I was in undergrad, my school's method of preparing new teachers was a student-centered model.Either way, this helped me understand how intent participation. (I think) So it seems like intent participation is more likely present in a student-centered classroom, while a traditional classroom utilizes the teach-centered method of instruction.
In teaching/learning tasks, Mazahua (indigenous Mexican) parents used a par-ticipation structure in which children were treated as responsible contributors toa shared endeavor, coordinating with their parents and sometimes leading the ef-fort
I think this is really important - to treat young people or new learning as responsible, capable, valued contributors who are expected (but not forced) to participate and lead efforts. Rogoff et al discuss this throughout the article and I really appreciate the emphasis
[However, U.S. children whoseparents work at home are often involved in their parents’ work, in a progressionfrom watching, to carrying out simple tasks, to giving regular assistance, to regularwork
I was wondering if this would come up - it's definitely true in my own experiences. Both of my parents were self employed and worked from home, I grew up working for them without question. I now nanny my cousin's children, she's self-employed and works from home and I'm seeing the same patterns in her children (ages 2 and 3) where they are already participating in her work life.
In the colonial periodthe workplace and the home were typically not separated, and young childrenparticipated skillfully in family work as well as community social events
This in contrast to the contemporary norm of having work and home life totally separated. This is something we attempt to resist in certain social justice ciricles - that what is important and salient in your home life and personal life will definitely show up in your work (positively or negatively), but that we should not to fight it because that's where we as a society start to loose empathy, compassion, and what makes us actually real and human.
We argue that an emphasis on learning through intent participation—thoughlikely present in some settings in all communities—fits especially with the practicesof cultural communities that routinely include children in the mature activitiesthat are part of the community’s daily life.
Connection to learning through everyday activities. Also shows importance for intergenerational communities, work, and daily life - a main tenet in social justice movements
What we call “listening-in” has been referred to by other authors as“eavesdropping,” which suggests that the people listened to would object, or “over-hearing,” which suggests passive chancing to hear, rather than active listening.
This emphasis on active listening helps me understand the nuances of accidental learning and other instances of passive learning by chance
Efforts to transform the structure of formal schooling have encountered chal-lenges related to adults’ difficulties in learning to engage in radically different par-ticipation structures.
I think this is exactly why young people (or whoever the learners are) need to participate and be given a platform in thinking about crafting and organizing education, learning, and curricula.... What might it look like for adults (or "the teachers") to practice intent participation?
Words are an important aspect of communication in learning by intent participation,accompanying other forms of communication and joint action. However, wordshave different functions than in assembly-line instruction, where they are usedextensively to describe information out of the context of shared endeavors, andknown-answer questions are employed to quiz learners
Here is another key difference in simply observing in traditional schooling, and observing in intent participation. Words, language is within coexisting forms of communication that drive towards a place for participation.
There is also no separation of learning into anisolated assembly phase, with exercises for the immature, out of the context of theintended activity
Here, Rogoff et al, are furthering their description of intent participation. It is not enough for the learner to perceive possible collaboration and participation during an observation process. This must be embedded within an active context which gives meaning to what is to be learned in a greater social context. It cannot be done within traditional understanding of a school.
specialized child-focused setting that provided exercises to getchildren ready for later “real world” work, generally without direct contact withactual mature activity
I really see intent participation here. Traditional school has develop certain activities that are supposed to prepare students for the future, but the student either isn't doing an activity that has any direct correlation to something "real", or the eventual participation is so far removed from the observing that the actual knowledge gained may be forgotten by the point it could actually be used.
In intent participation, words team with information available from observingongoing processes, along with articulate nonverbal communication embedded inaccomplishing shared endeavors. Explanations are given in the context of theprocess being learned
Another big contrast to schooling -- information is not presented as the thing to be observed, but rather given in context insofar as it is necessary to accomplish the current endeavor. The goal is not to accumulate some piece of knowledge, but to find it and apply it in the ongoing process of achieving some greater task
In the intent participation tradition, children who participate in mature activitiessee their efforts contribute to the family’s food or cash supply.
It seems that a crucial component for intent participation to exist is for the connection between participation and concrete, real, observable outcomes to be intimately connected.
Some people have taken this to meaning giving monetary rewards to students (http://freakonomics.com/2012/06/26/bribing-kids-to-try-on-tests/), but I think that the fundamental lesson here is that the activity itself is designed such that it inherently creates that feedback. They are meaningful and legitimately engage students
in the face of enormous growth instudent populations.
Very important point! If we take the "intent participation" example of language acquisition, maybe there is an average of one adult per child in the home? If we take schools, what does that ratio drop to? What are the implications of that for creating opportunities for intent particpation?
Children in many communities begin to participate in work and other matureactivities from age 3 or 4 (Chamoux 1986, Martini & Kirkpatrick 1992). In afarming community in East Africa, 3- and 4-year-old children spent 25–35% oftheir time doing chores, whereas middle-class U.S. children of the same ages spentonly 0–1% of their time doing chores and 4–5% of their time accompanying othersin chores (Harkness & Super 1992)
Are U.S. children substituting that time for other times of activities in which they are active participants, or do they spend more time being casual observers? What are the consequences if the latter?
To doso, we contrast it withassembly-line instruction, which is based on transmissionof information from experts, outside the context of productive, purposive activ-ity
The assembly-line comparison is very helpful. After all, assembly lines are especially designed for uniformity and to not require workers to have any agency in the manufacturing process, they simply follow instructions. Above, Rogoff mentions children observing with "intent concentration and initiative," which are clearly things that assembly-line models are not designed to promote.
n the intent participation tradition, experienced people play a guiding role, facil-itating learners’ involvement and often participating alongside learners—indeed,often learning themselves. New learners in turn take initiative in learning andcontributing to shared endeavors, sometimes offering leadership in the process.In contrast, in assembly-line instruction, experienced people manage learners’behavior and communication. They subdivide the task, often directing but notactually participating in the activity at hand. They serve as experts, and the learners,in turn, are supposed to cooperate in receiving instruction and information andcarrying out assignments.
Here Rogoff clearly defines the difference b/w IP and AI. Seems to invoke LW's theory of LPP of newcomers and old-timers, with the addition of "shared endeavors".
In the intent participation tradition, experienced people play a guiding role, facil-itating learners’ involvement and often participating alongside learners—indeed,often learning themselves. New learners in turn take initiative in learning andcontributing to shared endeavors, sometimes offering leadership in the process.In contrast, in assembly-line instruction, experienced people manage learners’behavior and communication. They subdivide the task, often directing but notactually participating in the activity at hand. They serve as experts, and the learners,in turn, are supposed to cooperate in receiving instruction and information andcarrying out assignments.
Here's another great example of intent participation versus school learning.
I wonder how we might move from transmission to facilitation? I think that the classroom described in the Moll, et. al. that we read last week is actually a great example, but it would take a lot of effort to break out of the assembly line mode into a more collaborative, inquiry-based model.
By 5–7 years of age, children in many communities have substantial responsi-bilities for child, animal, and household care, participating in most adult activities(Rogoff et al. 1975, Paradise 1987, Whiting & Edwards 1988). When young chil-dren are included in the social as well as the economic life of their community,they are participants in the adult world, not “in the way”
This is a nice example to help define intent participation. Like in LPP, intent participation involves participating in activities that are integral to life - its not just an activity that's designed for children, its something (like chores) that is vital to the functioning of the household.
The processes of intent participation and assembly-line instruction are not nec-essarily tied to the type of activities or domain of knowledge (such as practicalversus theoretical endeavors or concrete versus abstract information). The distinc-tion is in the form of involvement, not in the subject.
One key aspect of what differentiates IP from AL - the form of involvement matters more than the subject content
Now,instead of routinely helping adults, children are often involved in specialized child-focused exercises to assemble skills for later entry in mature activities from whichthey are often excluded in childhood. These specialized child-focused situations—especially schooling, but also pre-school lessons and child-focused conversation infamilies—often employ instructional practices and a concept of learning that wereheavily influenced by the organization of factories, forming a cultural traditionthat contrasts with intent participation
US shift that took children out of situations where they could "keenly" observe adult activity and set up "child-focused" learning about skills and practices of adulthood.
Rogoff implicitly arguing there is a difference between intent participation and forms of school learning that involve participation (the latter is child focused rather than focused on observations of real things/activities)
Observers’ attention is likely to be quite different if theyexpect to be involved than if they observe incidentally. We focus explicitly onobservation as an aspect of participation. Our term “intent participation” refersto keenly observing and listening in anticipation of or in the process of engagingin an endeavor.
Already we might argue we can see Rogoff's argument forming in regards to this week's question being asked about the difference between intent participation and forms of school learning.
Seems like a lot of what is in the latter category falls more in what Rogoff labels observing incidentally because students are required, maybe some will engage in intent observation, but not all, and not just by sitting there, copying off the board. Going to keep looking for examples from the author.
In many communities that empha-size intent participation, adults expect children to watch and begin to take initiative
Having the child know what the expectation is, and they work towards accomplishing that goal in their own way.
Adult-child con-versation in many communities occurs primarily for the sake of sharing neededinformation in the context of ongoing activities, rather than serving as lessons toteach children about talk or to provide disconnected bits of knowledge
Using language as a mediator to gaining more knowledge, not as a moderator
Likewise, in-tent participation can occur in innovative schools
This is why they do not view it as dichotomous.
Inuit men of ArcticQuebec reported that as boys they learned to hunt from just watching the menand learned vocabulary and many other things by listening to stories that were notintended for them, staying as inconspicuous as possible
Clear example of intent learning. The men were observing how to hunt, and listening to the terms used, and were able to learn from their adults.
We focus explicitly onobservation as an aspect of participation. Our term “intent participation” refersto keenly observing and listening in anticipation of or in the process of engagingin an endeavor
A definition in its simplest form
Numerous studies in the behaviorist tradition have determined that observationcan be very effective for learning (Abravanel & Ferguson 1998). For example,children can learn complex concepts (such as conservation, rules of games, cate-gorization schemes, and rules of syntax) from modeled examples, without explana-tions (Zimmerman & Rosenthal 1974).
Early developmental psychology is rooted in this idea that children learn through observation.
observationand listening-in are important for all children
listening and observing are important regardless of context, which I think is a good argument in focusing on intent participation.
Learning through keen observation and listening, in anticipation ofparticipation, seems to be especially valued and emphasized in communities wherechildren have access to learning from informal community involvement.
When reading this, I think of a more collectivist society. Learning through observations, and just being aware of your surroundings, a skill that is mostly taught in collectivists societies/contexts.
in apprenticeships, in which there is often a desig-nated expert, it can be challenging to discern what the master does to instruct orteach novices
I imagine intent participation happens here, though, and might be effective.
Also, they view their role as temporary, “fad-ing” over time to enable youth to take progressively more responsibility for activi-ties
This suggests the evolving identities of the students - similar to Rogoff's examples of learners eventually taking over or jumping in on work when they are ready
One conversation revolved around the shared observationthat youth deferred too much to the adult facilitators in small groups.
A consequence of several years in a assembly-line model classroom?
The location of the space,towards a restaurant, also guaranteed passing traffic as well as visitors actuallylooking carefully at the various pieces in the exhibition space.
Places emphasis on placement of artwork as a very strategic thing. It addresses the issue of accessibility and building to the community of practice. Perhaps people who do not typically visit art exhibits will see this and join in the conversations.
Thus, if a door is opened and someone isstanding next to the mirror or holding the mirror up to their face, theirimage will appear embedded in the picture
This adds a personal touch. The active participant becomes apart of the installation, so their vision is playing along with the artists vision through conversation.