Currently, I'm trying to study for the GRE. I realize that everything I've ever learned about high school level math does not really apply to the GRE type of math. Even though, it seems similar, solving for X no longer applies to these different set of rules. For example, I had to literally "unlearn" how to solve for x in terms of an algebraic equation because I needed to understand certain math formulas, but without the process that I've learned in executing the formula. Instead, I had to learn how to compare to quantities or equations that both involved X without attempting to solve for the letter. I feel my ZPD expanding, but not necessarily using much of the process of what I've learned in math; I'm using the foundational pieces like the quadratic formula, but I'm stretching my knowledge further in how to learn a new approach of solving for X.
Have you recognized times of internalization while adjusting your previous knowledge to solve for X to the GRE way? Do you think that there you're expericning any scaffolding, or have you been teaching yourself how to make those adjustments?
Hi Dawn, It's interesting that you had to basically "unlearn" how to solve for x. Was this process made more difficult after internalizing the typical rules?
Hey there Dawn, As I was reading this, I was thinking about ZPD and what it is that we have read about so far. I was wondering if it was possible that your peers in your peers in your GRE classes could be offering you assisted perfomance in order to get you through a stage and closer to independent performance. Such as you will have to take the GRE on your own. Your classmates could also offer that social interaction that could be helpful to geting you from one point to the next. They could also provide the social aspect needed to move along the gradient.
The best example that I can think of is my brother teaching me oragami when we were kids. In the beginning he would sit with me and teach me step by step and every fold. We had an oragami book that he would also show me. Unfortunately it was in Japanese, nevertheless, the images also had step by step instruction. Overtime I would attempt to fold oragami without him and only referring to the book. Eventually I was able to make some animals like the crane and frog by myself with out any instruction at all.
This reminds me of our representation model from last week! Especially since our model represented a girl learning spanish from her Uncle, (as you learned origami from your brother) and then internalizing her knowledge in addition to referencing books to learn it (as you did independently for the artwork) and finally being able to use what she knew from her schema and speak spanish with another peer (as you created animals without your brother) I think the fact that your personal experience connects with our representation, further solidifies in my mind, the idea of zone of proximal development and its definition. Thanks!
Hi Marlene, I can see that this process must have involved a lot of scaffolding and internalization. It gives me a good sense of how your ZPD changed over time. It must have been rewarding to see the progress you made over time.
Marlene, This is a pretty good example of ZPD when it invovles not knowing exactly what to do (how to fold oragami) and receiving assistance from your peers (your brother) to achieve a maximum level at which you could fold the oragami on your own (assisted performance). It's interesting that you received that instruction from your brother and then moved from one level of ZPD (as in the charts that we've seen in the book (Bodrova p. 37)) to assistance from the book, to independent performance.
I played the violin in my school district's orchestra from fourth through twelfth grade. In that time, we gained a ton of experience and new skills. In the beginning, we were only able to play extremely simple songs with the help of our director. As we advanced, we slowly grew more and more competent. I often compare our first concert to our last one. The first consisted of simple songs like "Twinkle Twinkle Little Star" (and was quite out of tune!). By senior year, we could skillfully play songs by Bach, Beethoven, etc. The contrast was impressive and demonstrated how our ZPDs were changed over the years.
hello rachel. i understand that the entire scaffolding process took about 9 years; how long did it take for actual development for playing violin really take off? Did you have mulitple internalizations throughout your years of learning?Have you applied your knowledge and skill to teach other kids to play violin? if so did you or do you teach the same way you learned?
This time frame shows that someone's zone of proximal development doesn't just take effort in trying to learn something new and incorporate it within your ZPD, but it takes the time to learn something new, and learn it well. The fact that you learned how to do more intricate musical pieces over time shows your mastery of your skill, and definitely reminds me of the little boy that Kendall taught in the video and how he too, started with a simple children's song but through the duration of his practice, began to pick up knowledge through his environment (like his parents being able to play).
The example that first comes to mind when reading this question is my first classroom experiences out in the field. When I first made a major research trip to Yosemite National Park, I knew some basic knowledge of protocol and information regarding being out in the forest collecting data. During my first days out, I did not know much about how things were done and the correct process to complete the tasks. As I was learning I was assisted by my peers on proper data transcribing, measurements, proper tools to use for specific jobs. As I gained a better understanding of how to perform the jobs I was able to do the tasks with more efficiency and with less guidance. As time passed and groups were switched and new people arrived to help, I was able to teach others as I had been and assist them with the job at hand.
Currently, I'm trying to study for the GRE. I realize that everything I've ever learned about high school level math does not really apply to the GRE type of math. Even though, it seems similar, solving for X no longer applies to these different set of rules. For example, I had to literally "unlearn" how to solve for x in terms of an algebraic equation because I needed to understand certain math formulas, but without the process that I've learned in executing the formula. Instead, I had to learn how to compare to quantities or equations that both involved X without attempting to solve for the letter. I feel my ZPD expanding, but not necessarily using much of the process of what I've learned in math; I'm using the foundational pieces like the quadratic formula, but I'm stretching my knowledge further in how to learn a new approach of solving for X.
ReplyDeleteHave you recognized times of internalization while adjusting your previous knowledge to solve for X to the GRE way? Do you think that there you're expericning any scaffolding, or have you been teaching yourself how to make those adjustments?
DeleteHi Dawn,
DeleteIt's interesting that you had to basically "unlearn" how to solve for x. Was this process made more difficult after internalizing the typical rules?
Hey there Dawn,
DeleteAs I was reading this, I was thinking about ZPD and what it is that we have read about so far. I was wondering if it was possible that your peers in your peers in your GRE classes could be offering you assisted perfomance in order to get you through a stage and closer to independent performance. Such as you will have to take the GRE on your own. Your classmates could also offer that social interaction that could be helpful to geting you from one point to the next. They could also provide the social aspect needed to move along the gradient.
The best example that I can think of is my brother teaching me oragami when we were kids. In the beginning he would sit with me and teach me step by step and every fold. We had an oragami book that he would also show me. Unfortunately it was in Japanese, nevertheless, the images also had step by step instruction. Overtime I would attempt to fold oragami without him and only referring to the book. Eventually I was able to make some animals like the crane and frog by myself with out any instruction at all.
ReplyDeleteThis reminds me of our representation model from last week! Especially since our model represented a girl learning spanish from her Uncle, (as you learned origami from your brother) and then internalizing her knowledge in addition to referencing books to learn it (as you did independently for the artwork) and finally being able to use what she knew from her schema and speak spanish with another peer (as you created animals without your brother) I think the fact that your personal experience connects with our representation, further solidifies in my mind, the idea of zone of proximal development and its definition. Thanks!
DeleteHi Marlene,
DeleteI can see that this process must have involved a lot of scaffolding and internalization. It gives me a good sense of how your ZPD changed over time. It must have been rewarding to see the progress you made over time.
Marlene,
DeleteThis is a pretty good example of ZPD when it invovles not knowing exactly what to do (how to fold oragami) and receiving assistance from your peers (your brother) to achieve a maximum level at which you could fold the oragami on your own (assisted performance). It's interesting that you received that instruction from your brother and then moved from one level of ZPD (as in the charts that we've seen in the book (Bodrova p. 37)) to assistance from the book, to independent performance.
I played the violin in my school district's orchestra from fourth through twelfth grade. In that time, we gained a ton of experience and new skills. In the beginning, we were only able to play extremely simple songs with the help of our director. As we advanced, we slowly grew more and more competent. I often compare our first concert to our last one. The first consisted of simple songs like "Twinkle Twinkle Little Star" (and was quite out of tune!). By senior year, we could skillfully play songs by Bach, Beethoven, etc. The contrast was impressive and demonstrated how our ZPDs were changed over the years.
ReplyDeletehello rachel. i understand that the entire scaffolding process took about 9 years; how long did it take for actual development for playing violin really take off? Did you have mulitple internalizations throughout your years of learning?Have you applied your knowledge and skill to teach other kids to play violin? if so did you or do you teach the same way you learned?
DeleteThis time frame shows that someone's zone of proximal development doesn't just take effort in trying to learn something new and incorporate it within your ZPD, but it takes the time to learn something new, and learn it well. The fact that you learned how to do more intricate musical pieces over time shows your mastery of your skill, and definitely reminds me of the little boy that Kendall taught in the video and how he too, started with a simple children's song but through the duration of his practice, began to pick up knowledge through his environment (like his parents being able to play).
DeleteThe example that first comes to mind when reading this question is my first classroom experiences out in the field. When I first made a major research trip to Yosemite National Park, I knew some basic knowledge of protocol and information regarding being out in the forest collecting data. During my first days out, I did not know much about how things were done and the correct process to complete the tasks. As I was learning I was assisted by my peers on proper data transcribing, measurements, proper tools to use for specific jobs. As I gained a better understanding of how to perform the jobs I was able to do the tasks with more efficiency and with less guidance. As time passed and groups were switched and new people arrived to help, I was able to teach others as I had been and assist them with the job at hand.
ReplyDelete