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and the content has not been altered or updated since archiving.
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please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
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 > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: ELIT12 Kotik.pdf > Type: application/pdf > Size: 52533 bytes > Desc: not available > Url : > http://dss.ucsd.edu/mailman/private/xmca/attachments/20120705/7749efe9/ELIT12Kotik-0001.pdf > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Kotikmot-affcomplex.pdf > Type: application/pdf > Size: 1137885 bytes > Desc: not available > Url : > http://dss.ucsd.edu/mailman/private/xmca/attachments/20120705/7749efe9/Kotikmot-affcomplex-0001.pdf > > ------------------------------ > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > > End of xmca Digest, Vol 86, Issue 5 > *********************************** > __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca