Vygotsky Blog Post 1 (Deep Reading)
• Describe at least one question, confusion, or something you’re wondering. (When commenting this week, LOOK for others’ comments and address them.
I disagreed with a few things I read. I would like justification for them.
1. I would like to know where Mr. Riddle’s grouping falls in the grouping spectrum. He would give a quiz at the beginning of each unit to place where everyone fell. The students with the most problems would sit at the back table where he’d give them extra help while everyone else did their homework and raised their hands if they were having trouble. He taught everyone at the same time, but sometimes he would have to teach a different way for the students in the back of the room. I saw two grouping strategies he could have fell into: grouping by ability (Page 373) and flexible grouping methods (especially regrouping) (Page 376). Are they the same thing?
2. Does blogging count as face-to-face interaction? (page 377)
3. It says that Team Assisted Individualization (TAI) works for math only. It seems a lot like what we use to do when we would proofread each other’s papers. (Page 379).
4. The module says that gifted students don’t benefit from cooperative learning group work. Why wouldn’t they benefit socially? It says that the low-achieving students benefit intellectually and socially. (Page 379)
5. Why would a teacher with limited materials create groups of 2-3 rather than 4-5? Is it talking about limited materials per station or overall? (Page 382).
According to Vygotsky, higher mental process es develop through internalization (moving from the external world to the internal mind). Specifically, information that exists within culture or within symbols or signs (language and mathematics) in the world are eventually internalized. Describe a scenario and describe the mechanism of how something might be internalized within the scenario. If you're stuck, remember that Vygotsky believed egocentric speech (or talking aloud about what one is doing) is ONE TYPE of evidence for the process of internalization.
A scenario of this would be when I took driver’s education. I didn’t want to get into an accident so I used egocentric speech in hopes that the teacher would tell me if I was about to do the wrong thing (rather than talking to the boys in the backseat the whole time I was driving). He told me I need more confidence…Clearly he did not understand. I managed to internalize how to drive. I still use egocentric speech if I’m trying to do a lot of things at once.
I like your question 2. Initially I thought no, there is no way it can be since it is not literally FACE to FACE interaction, but then I took a second look. I looked at our reading and did some research online. From the research I did online, blogging is not considered face-to-face interaction. However, the definition that is in our book would support that it is face to face interaction because we are giving each other effective feedback. This part of this chapter is talking about cooperative learning, so for cooperative learning I would say yes blogging does count as face-to-face interaction.
ReplyDeleteI think that gifted students would DEFINITELY benefit socially...though it wasn't mentioned in the module, I agree that it is only logical that any social interaction would be beneficial...it is experience! I also believe that, especially for older kids, the more gifted students can learn a lot about how to teach when they are in groups with less-gifted students. This could be just as valuable as, if not more valuable than, the help that the less-gifted students receive when in groups with gifted students.
ReplyDeleteAlthough through blogging we are not actually face to face I still think it does count as "face to face" interaction. We are giving each other effective feedback and criticism so we can help each other's performance and understanding of the material. I think that was a good question and I did not even consider blogging to be face to face interaction at first.
ReplyDeleteI did not understand the limited materials section either. I believe gifted children can benefit from group work, but if you group them with less gifted students, how are they benefiting?
ReplyDelete