Children’s language development is a prime example of the power of learn-ing through keen observation and listening
This is evident also in adults learning a second language, and immersing oneself into a community of speakers of a language (CoP) you are interested in learning (agency) will help you learn it faster as you have become a part of the community of practice in order to participate in it meaningfully.
Young children are widely known to monitor events around them, learning throughobservation
The idea that children learn through observation redirects my thinking to lpp, and as they become proficient, they start doing things on their own.
The OC was started 18 years ago by a group ofparenls and teachers who wanted to form a public elementary school with an innovative educational philosophy
taking into account the community's needs and wants makes for a school that will fit the framework of how learning will take on a more participatory role of apprentices and masters within what is familiar.
finished and useful product under the control of a highly skilled technician
this reminds me of the apprentice and the master from the lave and wenger book...
adult-run and children-run instruction. are often cast as oppo- site extremes of a pendulum swing between unilateral control and freedom.
This makes me think about how curriculum is done in the classroom, and IB framework or Reggio Emilia inspired classroom vs textbook guided instruction
focuses on the detailed features of the physical environment in which suchlearning is deeply situated.
i feel that this connects nicely to the concept of situated learning from the Lave and Wenger book
alternative to a school science classroom: hands-on exhibits are novel, stimulating, evidence-rich, multisensory, and fun
this passage reminds me of "It directs our attention towards the idea of an ‘active spectator’ who constitutes the sense and significance of objects and artifacts." from crafting participation piece. So is the use of a hands on approach the same as an active spectator in the Heath piece?
On the exhibitfloor there is no accountability, no curriculum, no teachersto enforce concentration, no experienced guide to interpret and give significance to the vastamounts of stimulus and information presented.
so as an out of school occurrence, is it necessary to have a set curriculum or is it sufficient to have students explore and create their own unique understandings of what they are encountering?
The conduct of others within the same space can feature in how peopleorient, what people choose to look at and how they experience particularobjects, artefacts and events.
this reminds me of the bookstore observation and the types of learning the students had there, as well as how people would react differently depending on what would happen.
here’s an eye” – as Vanessa returns her gaze tothe monitor. A few moments later they exchange places and he then seeswhat Vanessa saw, or at least sees where he appeared.
but what will happen if they are by themselves? Would they have learned the same things?
a connection which is critical for constituting the sense andsignificance of conduct and its environment.
It demands the engagement and complicityof the spectator, the viewer’s, active involvement ininterweaving the figures and scene of the paintingwith its location within the Church.
it seems that the artist wanted to evoke a membership from the community, a sense of participation when they view this piece of art, as well as how they interpret it according to where they are located (situated activity / participation )
I've changed my thoughts about war. I used to like to play war, butnow it makes me sick
how Trevor changes his views about war indicates his learning. This takes into account a learning curriculum and the teaching curriculum and here in this example we see evidence of both. Trevor learns through his investigation of the book as well as comments from his community of practice, and these learnings are guided by the teacher who is the master (chapter 4, Lave and Wenger)
The curriculum, rather than following a prescribed series of ac-tivities, ismutually constituted by the children and the teacher.
I definitely feel that Lave and Wenger would approve!!
While very important, this historically accumulated knowledgealone is insufficient to help families cope with difficult economicconditions and the unpredictability of employment
it is interesting that the acquired knowledge is only useful for recreational activity and not for assisting the family out of poverty. How could the children's fund of knowledge benefitted from the mistakes of their parents?
This classroom also illustrates, as does thehousehold analysis, the great power of social arrangements in deter-mining how and why people acquire knowledge
children are the perfect example of the success Of social environment to learn different at new concepts. This represents the whole language model, as well as how complex participation is in social practice.
This classroom also illustrates, as does thehousehold analysis, the great power of social arrangements in deter-mining how and why people acquire knowledge
children are the perfect example of the success Of social environment to learn different at new concepts. This represents the whole language model, as well as how complex participation is in social practice.
In both settings weare interested not only in what Erickson (1982) called the "immedi-ate environments of learning," how specific learning contexts are so-cially constituted by adults and children, but in the broader socialsystem that helps define the nature of these environments and deter-mine what tools and resources are available for the participants' ac-tions
It is interesting how this talks about different learning environments not only in school but outside of school similar to chapter two in Lave and Wenger where they specify the theory of learning as an dimensional social practice. Page 47
funds of knowledge
These funds of knowledge are helpful in understanding the community which is being studied and reflect ..."a comprehensive understanding involving the whole person or people that rather than receiving this information it is based on activity with the world..." similar to page 33.
constant attendance at meetings, and sticking with the winners.
having a sense of agency is a must when trying to change the current situation to one more readily accepted by society, which again takes us back to how social culture plays a huge part of our decisions and lives, even with active or peripheral participation.
elling their own stories _tg_Q!h,�r_,'llcoholics, and thus helping other alcoholics to ach�ri--0._ -- -��-·0·��"''�'�"-�-�-"''·�--__........--�y; is an ill1.jlilltanCparn5'f'maintaining their own sobriet
I think that this speaks to how the social world influences our decisions and how we view ourselves in the framework of our lives and how we in turn participate meaningfully, by listening and learning from others.
Personalization of the identity takes place as the initiate begins to identify with AA members. Through comparing his life to theirs, he sees that other members are like him and he is like them.
Love how this evokes a connection for me into the Lave piece on how these members personalize their own identity from being apprentices and later they become active participants. It shows how situated learning occurs naturally within this specific cultural setting.
The individual's Higher Power may be God, the AA group, or any other conception of something larger than self.
I like this reference to self help, and recognizing the signs of powerlessness, but having the courage to do something about it. I think that this plays neatly into Holland's concept of figured worlds, the alcoholics for instance figure a world of escape into the numbing effects of alcohol, therefore withdrawing from active participation in the real world where there problems are. By recognizing that this is not the way to solve the problem and actively shifting roles, they are able to receive the help that they need.
At the highest levels, a cultural system first and then instigates action.
The women with better developed sense of this cognitive salience, in their active thoughts and actions. II am trying to see how this fits into the framework of how practice makes perfect in a sense.
They sometimes assessed themselves and others as more o,r less proficient at romantic activities
The naiveté of the way these women see themselves in regards to past relationships with men is fascinating, actually rating yourself in regards to your romantic prowess. Romance is not really an American "thing" as many of my friends who have immigrated here from other countries are quick to say. The definition of "jerks" in this piece rang loud and clear for my friends when they arrived on the dating scene.
Most of the hundreds of gender-marked terms the students used desig-nate problematic types of men and women-problematic in relation to the taken-for-granted progress orilliilvfemale relations posited by the cultural model.
I am enjoying reading about the so-called gender models that are conjured up by culture and expectations. LOL!!
he role of tangible objects, made collectively into artifacts by the attribution of meaning, as tools that people use to affect their own and others' thinking, feeling, and behavior.
The use of diverse objects to signify or represent is one key item that persons use to describe a point that they are trying to make in a social setting, for instance when trying to recreate a scene for others to understand, for example an accident ( using a pencil and notebook to illustrate an intersection and a mobile phone as the car) This is not the intended purpose of the use of a notebook, pencil or mobile phone, but used for this purpose creates a scene that others can relate to and understand.
Over the past three decades, theorists have increasingly viewed learning as funda-mentally tied to the social and cultural contexts within which it occurs and have cometo see learning not only as a cognitive process but as a sociocultural process as well(Cole 1996; Greeno 1997; Gutierrez and Rogoff 2003; Lave and Wenger 1991; Lee 2007;Rogoff 1993).
I feel that this is the basis of all learning such as language acquisition as well as funds of knowledge that are particular to a specific peer group.
usually with a little skip hop, or more usually they would play it safe, wait, and enter in the next compartment of the door. This timing reminded me of the rhythm and timing needed to play doub
Interesting! how walking through a double door would remind you of the intricacies of this game ( never could do it! )
an informal cue naturally formed as people waited to enter the building.
Learning curriculum as people wait their turns to get in the building.
ZPD is spoken about in just about every learning theory ( often in different ways) but what I loved about this book is how adept they are in describing those moments that you can learn a new activity with scaffolding ( for instance, watching mom cook as a child, then later being able to help chop the veggies and then at the end helping cook the meal. Then as an adult already knowing how to prepare dinner for the family using those early moments of learning.
Practice, Person, Social World All theories of learning are based on fundamental assumptions about the person, the world, and their relations, and we have argued that this monograph formulates a theory of learning as a dimension of social practice
Well the highlight option wasn't working so I just pasted it in here. (p.47) It is interesting that this is mentioned in this way and it is true that in order to learn, we must interact with our environment (socially to communicate, for instance). I totally agree.
This is an interesting view on how one perceives and interacts with the world, not sure if they mean in a passive or active way.
Second, this conception of situated learning clearly was more encompassing in intent than conventional notions of ''learning in situ" or "learning by doing" for which it was used as a rough equivalent
This is so interesting, as it goes hand in hand with what we do in my grade level, ( Preschool) the more hands on and close to what they are doing or are interested in, the better the chance that they will learn and remember it!
This is evident in all our interactions with others in our environment as well as when we manipulate objects and see what will happen when we do. This is also the way human being develop as young babies, by exploring their surroundings and interacting with them in order to obtain knowledge.