Podcasts about vygotskian

In this podcast episode, host Jon interviews two guests from Australia, Darren Iselin and his daughter Beck, about the concept of wellbeing in schools. Beck, a teacher, discusses the increase in mental health issues among her students, such as anxiety and depression, as well as the rise in neurodivergent behaviors. She also shares her observations about the impact of the COVID-19 pandemic on student wellbeing. The conversation highlights the importance of relationships, trust, and cultural norms in fostering student wellbeing and flourishing. They conclude by expressing their hopes for the future of education, including a focus on connection and a joyful hope for student flourishing. To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.   The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.   Be encouraged.   Mentioned: Flourishing Together by Lynn Swaner and Andy Wolfe Novice Advantage by Jon Eckert Connect with us: Baylor MA in School Leadership Baylor Doctorate in Education Jon Eckert: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon: Welcome back to Just Schools. Today we have two guests in from Australia. Darren Iselin is one of our only ever repeat people on this podcast, he was so good the first time we brought him back again. And this time he's also brought his daughter Beck. Beck is in her sixth year of teaching year four in Australia. And so today we are going to have a conversation where we make a case against wellbeing. So if you aren't intrigued already, hopefully you will be after we start to hear from some of our friends here. So let's start with Beck. So Beck, you're in your sixth year. So you've been teaching a little bit before Covid hit and then you've had almost half your time before and after Covid. How would you describe the wellbeing of your students in Australia now? And then we'll dig into why maybe that wellbeing is not the right term for our kids. Beck: Yeah, absolutely. Within my classroom context, in any given year post Covid, I generally have around 10 kids diagnosed anxiety. I've seen depression as well in addition to then neurodivergent behaviors, seeing a massive increase. Jon: Neuro divergent. I love the terms used. I mean five years ago, we never heard that but all right, so continue with neurodivergent. Sorry to interrupt. Beck: So that's an increase in that, in addition to what I was already seeing. I think there's been a lot of children coming in just not at their, we talk about battery packs and they're coming into that school day and their battery pack is just completely drained at the start of the school day. And I think Covid times are really interesting for me. I was still teaching grade one back then and in Australia we only had remote learning for a short time. But for my students, the students who attended school, their wellbeing if you want to call it that I guess, they just seemed happier and settled and then the students who were learning at home seemed the same. And so then coming back from Covid was really hard because the students at school that had had so much more attention had had a different school day, they then struggled with having everyone back together and then the students who were at home who had had Mom and Dad doting on them for the whole day and only having to do some hours. Jon: I want to be in that house. I don't think our kids felt like they were doted on our house. Beck: I know sitting in Mom and Dad's office chair, we saw Ugg boots with the school uniforms, so then they loved that time. And so what I found really interesting was the coming back to I guess what we had considered normal school. And I feel like we've kind of been struggling to still come back after that, if that makes sense. Jon: Yes. Well in the US some schools were out for long periods of time, so there's significant learning loss that's happened and they're not able to figure out ways to minimize that impact and then accelerate forward on top of all the shifts in the way kids have gone through schooling over the last four years. Darren, we had a conversation with a renowned education scholar and in that conversation we were talking about wellbeing and flourishing and some of the issues that Beck just alluded to because we're seeing that in college students, we're seeing in grad students, we're seeing it in K through 12 students for sure. He mentioned that he did not like the term wellbeing and he didn't like the term flourishing. From what you recall of that conversation, what was his beef with those two terms? To me those have been some of the most ubiquitous terms in schools and who's against wellbeing? And here I'm saying we're making a case against it. What was his problem with those terms? Darren: Yeah, I think it comes out of a sense that the way that we are orientating the whole educational process has become highly individualized, highly about the self, the atomized version of who we are, and we've lost sight of, I guess a larger understanding of community and understanding of relationship and understanding of how we do this educative process together as opposed to siloed and isolated. And I think his main concern was around that the notion of wellbeing has become more and more about an introspective subjective version of what that means as an outcome as opposed to something that is around a collective purpose and meaning making that can be shared in a journey together. Jon: So when you think about Aristotle's view of the purpose of education, it was to lead to a flourishing society, which is an individual component to that, but that also has a communal purpose, it's not just to flourish. That becomes an issue. So I think I agree that was one of his things that he was pushing back against. And then I felt like he was also pushing against the idea that if kids believe that when they go to school their wellbeing is going to be attended to, and educators see wellbeing as the end, that communicates to them a freedom from struggle. And in fact, in his view, and also I think in our shared view, education is struggle. It's not freedom from struggle, it's freedom to struggle well. So I know Beck, you were just in US schools, you were visiting and then you have your school context, and again, you just got to drop in on a US school. But do see kids struggling well in schools, do you think they think of wellbeing and flourishing including struggle? Is that something that your students in Australia... Or my perception is in the US that's not something that's expected as a part of wellbeing and that wellbeing is freedom from it. What do you see? Beck: I love that because I think some teachers can be so quick to put up the poster, the growth mindset poster of the struggle is healthy. And you might see it in a room in that sense physically, but I like to talk about it almost like this sense of accomplishment. And so at one point a school that I was in had a model where if students experienced struggle, the classroom was then no longer a safe space. And it was like, okay, we need to remove them from the struggle. We don't really know what we'll do with them at that point. We might have calm down strategies, we might do all sorts of things, but then what was happening was that these students never got to experience the sense of accomplishment that came from doing a task that they thought they couldn't do and then actually succeeding in that. And I've even heard students say to me like, "Oh, I had no idea I was able to do that," or "Oh, that was actually really fun." Or to the point where I had one student discover just a love of reading, had never wanted to touch a book or pick up a book before that. And then just with that I guess a sense of going, you can do it and being careful with the language that I used around her, she's now the student that literally walks around with her head in a book and that's just unlocked a whole new world for her as well. And so I think I'm cautious to never rob my students of that and to embrace that struggle. Jon: I love the idea of not robbing your students of it. And you mentioned in a conversation we had earlier about the space in a classroom you can go if you feel like you need a time to take a break and you just need to disengage and then not participate. And obviously there are times when kids are unregulated and they just need a space to calm down and that's real, but it becomes a crutch. And so then you've taken away the chance for a kid to struggle well. So how do you balance that? The kid who needs some time to regulate versus the kid who needs to be stretched, the cognitive endurance needs to be challenged, the push has to be there. How have you figured out how to balance that? I know you've figured out all the answers because in your sixth year of teaching, so how do you do that? Beck: I think I couldn't not mention relationship. So much comes down to the trust that is built. But I guess if I could say practically aside from that, I have had spaces like that in my classroom. In my grade one classroom we had the cool down couch. Jon: I want to go to the cool down couch. Beck: It was great. It was this bright green vinyl. I had kids asleep on that thing. It was great. But one thing I loved was having a space, I've seen tents, I've seen all sorts of things, having a space where the student was still in close proximity to their peers. They were still part of our discussions, but they just perhaps weren't sitting at their desk in a scratchy chair. Maybe it was a little bit quieter where they were, but there was always a sense of I feel that it's best for you to be in this room. We want you here. This is community, this is belonging. And what pathway is built if when they begin to struggle, I send them out. And so yeah, I guess what I saw then was children who maybe don't look like they're listening the way that we might expect. I've heard crisscross applesauce. That's a big thing here. Jon: Yes, it's a big thing here. Yes. Beck: Yeah. But then still being able to engage in discussion just might not look the way that I expect it to look. Jon: No, that's good. So Darren, when you look up the word flourish, so we've picked on wellbeing for a little bit, and again, I want to make it clear we're all for wellbeing. We know you can't do any of the work that we do in schools without wellbeing. But if we're communicating to kids that the definition of wellbeing or flourishing, if you look up in Merriam Webster's, the dictionary, it says flourish means to grow luxuriantly. I don't think anyone would read that and think, oh, that means I need to struggle. And so how do we as leaders of schools and catalysts for other school leaders, how do we help our educators communicate to students what it means to struggle well? Especially as Christians because I think we have a better view of what it means to flourish as human beings knowing that we're made in the image of God. So how do we do that? Have you had any success in Australia doing this? Do you have any hope for us? Darren: Look, I think there is hope, and I think it's very much around how we're framing that conversation, John. To talk about this notion of flourishing as though it's the removal of all of those mechanisms that will imply risk, that will imply struggle, that will imply a wrestling through actually goes against the very grain of what we're really after with genuine wellbeing and genuine flourishing which we want in our school communities. I think something that comes back to our training as educators is always around that Vygotskian term around the zone of proximal development. And of course what we can do together can be exponentially better than what we can do on our own. And I think that notion of proximal development, we could apply to very different frames. We can do that pedagogically, what that pedagogical zone of proximal development looks like. What does relational proximal development look like? Going back to Beck's couch and the safe spaces that we create within our classrooms, what does cultural proximal development look like? Where we're actually together working on solutions that will expand and what we end up with through struggle, through risk, through uncertainty is actually better rounded and better formed students, better formed teachers, better formed communities within our schools. Jon: I love that ZPD applied to relational development. So my question then for Beck is you're now in that sweet spot I feel like in the teaching profession. The first year you're just trying to figure it out. The second year you're trying to pick up what you muddled through the first year. And by the third year you hit a, if you've gotten to teach the same grade level subject, you kind of like, okay, I get this. And you can look around and see what colleagues do I pull into this? How can I be more intentional about things other than just being survival mode? So your zone of proximal development for relational development as a leader in your classroom and beyond, you have more capacity for that now. So how have you seen your capacity for struggle increase? Because now you have the ability to not constantly be thinking about what am I saying? What am I doing? What's the lesson plan? You have this bandwidth, how have you seen yourself grow in that relational ZPD? Beck: I think there's definitely been, as with probably comes with any job, just an easing into it. And so there is a sense of it just being a lot of second nature and also just coming back every day and just having eyes that would see beyond the behaviors and having eyes that would see beyond maybe the meltdowns and the language used not just from my students but from within the whole school community. I think that obviously with then success and going, oh, I've done this before. I remember when I did this for this student before, this really worked quite well. And it never is the same for two students, but there's definitely a confidence that grows. And whilst I am in my sixth year, I don't feel like I'm in my sixth year. I feel like I have so much more to learn. But I think teaching is just like that. I think that the point where you just say, no, I've learned everything there is to learn, that's a dangerous place to be in. And I think there's so much to learn from our students as well. They teach me so much every day. And one of my greatest joys is when I see them begin to celebrate each other's successes and interact with each other in the same way that I guess I'm trying to create that culture. Darren: And becomes a very cultural dimension, John, where there is that capacity for trust, for engagement, for that sense of that we are in this together. And because we're in it together both within the students but within our classroom, there are these cultural norms that are created that are so powerful. And as someone who, obviously I'm very biased going into my daughter's own classroom, but when I see classrooms that are actually reflecting a culture where that proximal development is taking place culturally, relationally, pedagogically, it really is a transformative space. It's a safe space, but it's not without risk. And so it's not safetyism, as Jonathan Haight would say, it's actually a place where people are entrusted to be able to be who they are, to be real and authentic in that space and allow for that image bearing capacity to find its fullness. Jon: Yeah. So when you say that, I go back to the, obviously we need schools to be safe, we need classrooms to be safe, but I think if we tell kids that they're going to wait until they feel safe to share, marginalized kids will never share. And so in fact, they need to be respectful spaces that celebrate the risk taking what you described about seeing kids and celebrating that. And I think what you also described was gritty optimism. It isn't the naive optimism of a beginner. So my first book I wrote was called The Novice Advantage, and I talk about the shift that happens when you go from naive optimism to gritty optimism where you're optimistic based on things you've seen kids grow and do that you didn't think they could do. And when you can take that from the classroom and make that be a school-wide value, that's when it gets fun. Because when we say struggle, nobody wants to struggle. I don't want to struggle. I know sanctification is a process of being stretched. I want to be stretched without having been stretched. I don't want to go through the process of it. I want the benefit of it on the back end. And so I think what I want to see as a profession or people like you Beck and you Darren, leading other educators in this struggle where we celebrate the growth that we see, when we do more than we thought we can do and that it be fun. I don't think that the way I'm conceiving of wellbeing, that includes freedom to struggle well as being something that's onerous and compliance driven. I see it as something that, no, I could do this in August. I can do this now in December. Beck, I could do this as a first year teacher. I can do this now in my sixth year and I can point to how I've grown. So if you were to think back over the six years, how are you fundamentally different as a teacher because of some of the hard things that you've gone through in your first six years? Beck: I think to throw another buzzword in, I would say resilient. Darren: Oh yes. Jon: Yes. Beck: I think there's been so many micro moments. It's very hard to pinpoint and say this class or this child or this parent or this moment, but it's just the micro moments every day. Teachers make thousands upon thousands of decisions daily. And I think there's almost a sense of empowerment in going, when I speak from my own successes, I then can call that out in someone else. I think every teacher starts their career one of two ways, very bright-eyed. I was like, I've got the rainbow- Jon: Idealistic. Beck: ... rainbow decor, I've got the cool down couch, everything's alliterated. And I think I was very blessed to actually have taught the two cohorts that I taught in first grade again in fourth grade. And that was very significant for me because one, I got to enjoy all of the great things I saw in grade one, but they was so much more independent. But also it was in some ways a second chance to go, Hey, that thing that I really didn't do well when I was fumbling around in grade one, let's do that again and let's do it together. You know that I was there and I know that I was there, but we're both on this journey together. And that then created stronger community and this sense of identity to the point where I had one of my students create a hashtag on Cecil, which is a platform that students can upload to. And one of the photos he goes, hashtag 4B for life. And I was like, "What did you mean, Luke? What is this?" And he was like, "Oh, it just means we've got each other's backs," and all these things that, I mean, I could have put signs up and said, we're a family and we have this and these are our class rules and whatever. But I would much rather that come from their mouth and just knowing that they felt it was safe, I didn't have to prove that something... I didn't have to prove that I was a safe person. I didn't have to prove that my classroom was a safe space. It just became that. And yeah, looking back, I think it just makes me more excited, I think for the years ahead. Jon: Well, they owned the culture. It wasn't you forcing the culture. They owned it and you have the evidence of it. So Darren, you've been in education a little bit longer than Beck. Darren: Just one or two more years. Jon: How do you see your growth or the growth of educators like Beck? Where are you encouraged by growth that you've seen in yourself or growth just in the profession and what you've seen in Australia or you've been all over the world seeing this, where do you see optimism for this growth? Darren: I think the optimism comes John, when you see the capacity for that transformative interaction between student and teacher. That sacred moment on day one, which for many of our schools in Australia are going back within one or two weeks for that day one. And we start afresh. We start afresh with the newness of a new year, a new class, new minds, new hearts, new relationships to engage with and to see the transformative impact that that has. And year after year, we come back to that core element of what it means to actually be about this ancient task of teaching. To be able to engage this space well through struggle, yes, through risk, through uncertainty, through all the things that will be thrown at us in this year. And yet there is something about being a part of a community, a network, a culture that is established within a classroom that truly is a microcosm of what that school should look like right through as you talked about those norms and values that flow, and then indeed what a wider community would look like. And that notion of flourishing of what shalom might look like in its holistic sense, I think is the responsibility that every teacher has. And I get excited at this time of the year, this beginning phase that every teacher goes in, whether they've been teaching for 30 years or this is their first year of teaching, when they stand before that class for the first day, that first hour when they're establishing those norms, those expectations, we are filled with hope. We are filled with expectation, we are filled that we want to be part of 4B forever- Jon: That's right. Darren: ... because of what we are endeavoring to achieve here with purpose and meaning and something that goes far beyond just a transactional arrangement. Jon: I mean, teaching is one of the most human things we do and it's what keeps us coming back to it. And I'm excited about the tools that are out there from AI to ChatGPT to whatever, but anything that takes the human out of it is a problem. And so in just teaching, I define wellbeing as purpose-driven, flourishing, and then feedback is purpose-driven wisdom for growth. There's this huge component. And that only comes from humans. Because AI is consensus, it's scraping whatever the web has said on a certain topic and says, Hey, here's what consensus is. That's not wisdom. And so we gain wisdom from struggle. We're much more able to help and have empathy for people once we've been through something hard. We become much less judgmental. And I think that's grounded in two Corinthians four, seven through 10. And I think as educators we get to live that out all the time. And so I was sharing with you before we jumped on, I memorized these verses as a kid, but I didn't memorize verse 10, which is the most important one. So if you remember Paul's writing to the Corinthians and they were known for pottery that would be cracked and you could put a light in it and the light would shine through it. So it makes this passage even more powerful. And it comes from our friend Lynn Swaner and Andy Wolfe's book Flourishing Together. And they use this as their paradigm for what this means. And it's super encouraging in this way. But we have this treasure in jars of clay to show that the all surpassing power is from God, not from us. We're hard-pressed on every side but not crushed, perplexed but not in despair, persecuted but not abandoned, struck down but not destroyed. So those are the ones that are there and those are daunting if you put in educators instead of we. Educators are hard-pressed on every side. Darren: Sums up our profession. Jon: It's felt like that, right? But that gives us the opportunity to show Christ. And so that's where verse 10 comes in. We always carry around in our bodies the death of Jesus so that the life of Jesus may also may be revealed in our bodies. So our creator had to come, suffer, die and we carry that around so that we can then reflect his glory to others because he's at work in us. So as we do this work, that's the hope, that's the joy. Darren: Absolutely. Jon: Right. And so we're going to wrap up our time with a lightning round. And so I always like to ask, I have five or six kind of go-to questions here. And so I'm curious and feel free to build on anything that we've talked about so far, but this is a word, phrase or sentence. I'm terrible at this. I always would go too long if I were asked this. But if you were to think back on this past year and what we've just talked about, what real wellbeing is, really that's what we're talking about. What is real wellbeing? What's one word that sums up for you how you've approached your own wellbeing in this past year? What would be a word that comes into mind? And in this one, I really do want the first word that pops in your head. Beck: Fulfillment for me. Jon: Great word, Beck. That was quick. She's younger than we are. Her mind works faster. So Darren, go for it. Darren: I'll tell you something quite random, gaming. Now I'm not a gamer, but I love games and Beck shares that passion. We often don't get to play them as much as we should, but we have room full of games that we can pick at any given time. But there is something that is dynamic about gaming. There's something about when you enter into play into that space of actually struggle, of risk, of uncertainty, of joy. And I think in all of that, that to me has been something that has really resonated with me as I've looked at this whole notion of wellbeing is we need to play more, we need to have more fun, John. We get to far too serious about too many things. Jon: That's right. Darren's a lightning round guy like I am. Beck had literally one word. Beck: I'm obedient. Follow the instructions. Jon: So I wasn't planning to ask this one, but in the last year, what has been your favorite game that you have played? One of your top five? Beck: I have to say Ticket to Ride for me. Jon: Oh, I love Ticket to Ride. Beck: And all the expansion packs. Jon: I've not done the expansion packs. All right. Ticket to Ride. Great. Darren: We just love our trivial games. So anything that's got trivia in it. And there are some really awful games of that, there are some really fantastic games that we play with that. Beck: Lots of eighties trivia. Darren: Lots of eighties and nineties trivia. Just to boost the points for- Beck: That's not my sweet spot. Darren: ... Mom and Dad. Jon: Yes. Well my kids love the Harry Potter Trivial Pursuit because I sit and listen to them and I am both proud and cringing that they know Harry Potter that well. Darren: My children are like that with Lord of the Rings and Star Wars. Beck: Or any sport. Jon: Oh well that's okay. Sport is all clear. All good. Okay. So what's the best book you've read in the last year? And it doesn't have to be education related, but it could be. Beck: Mine is a Hinds' Feet on High Places by Hannah Hurnard. Jon: Okay. Beck: Yeah. Fantastic book. It's an allegory, follows the story of a character called Much Afraid, who is on her way to the high places and has to walk in the hinds' feet of the shepherd leading her. Powerful. Jon: That sounds powerful. All right, Darren? Darren: Mine was a book by Andy Crouch called The Life We're Looking For, really about reclaiming relationships in a technological age. And I just found that such a riveting read. I read it almost in one sitting. It was that engaging. Jon: Wow. I love Andy Crouch. That's great. So two great recommendations there. All right. Worst piece of advice you've ever received as an educator? Either one of you. Beck: As an educator, that's tricky. Jon: Or you can just go, worst piece of advice that could be fun too. Darren: Well, the classic that is often rolled out is don't smile till Easter, right. Now it might have a different terminology in the US . Jon: It's Thanksgiving. Don't smile till Thanksgiving. Darren: From my day one of teaching John, I refused to even go to that space. It was just so against everything that I believed as far as the relational heart of teaching. Jon: That's great. Beck: I would've said the same. Non-educator worst advice, just add caramel syrup to American coffee and it tastes better. That's terrible advice. Nothing will save it. Jon: Nothing will save American coffee. Hey, it's a struggle. It's part of the struggle. There you go. It's not contributing to your wellbeing. Darren: The joy in the journey. Jon: That's good. All right. So I will say about 70% of the people on this give the worst piece of advice that they've ever received that don't smile till the thing. And so we get that every time. Beck: Original. Jon: It's so sad that- Darren: Tragic. Jon: ...that is so pervasive. Best piece of advice you've ever received? And this could be in general or as an educator. Darren: I will go with education again, John, that at the heart of education is the education of the heart. And so just keep it real and keep it relational. And it's all about relationships. Beck: As an educator, best advice I've received, I don't know if you could call it advice, but the quote "The kids who need love the most are the hardest to love." That's my favorite. Jon: That's good. Last question, last word for the listeners. What do you hope in the years ahead as an educator will best define what it means to flourish as a student? So word, phrase, or sentence. What would flourishing really look like for a kid moving forward? Beck: I would say a word, connection. And I would love to see Maslow's Hierarchy of Needs starting at the bottom not always at the top in our classrooms. Jon: Love it. Darren: Yeah. I think for me the word that constantly comes to mind is joyful hope, is a joyful hope in what we do, that what we've been entrusted with every year within our classrooms. That there's a joyful hope that awaits. Jon: Well, thank you for being with us today. It's been a huge blessing for me.  

with Francine Smolucha, Vygotskian translator, researcher, & teacher (Initially posted Nov 17, 2022) Full chat: http://tiny.cc/6g65vz

Francine Smolucha has been translating, teaching, and researching Vygotsky since the 1980s. Along with an interesting personal history, we get a great look at creativity's line of development from infancy through fully-realized adulthood. Highlights include: 0:48 - Francine's interesting backstory 5:00 - Can people consciously direct their imaginative thinking? 10:38 - Visual isomorphism is useful - and fun! 18:00 - Why do creativity exercises? 24:06 - Artists and intuition 27:50 - Do children have innate creative imaginations? 36:48 - Vygotsky on the role of play in development (pretend play and object substitution) 42:48 - How (and when) do higher mental functions and psychological systems interact? 46:50 - Vygotsky and neuroscience 51:20 - What comes first: brain or concept (or function) development? 56:34 - What does “word meaning develops” mean? 1:05:38 - Development of concepts vs. that of word meaning 1:09:56 - Vygotsky's idea of a fully developed adult 1:17:00 - Pros and cons of scientific concepts (and “restrictive frames”) 1:22:45 - Frame flexibility and being different 1:24:35 - Francine's role in the Vygotskysphere 1:29:05 - Vygotsky as film character and as role model 1:32:50 - The role of conflict resolution and perseverance in Francine's own development 1:45:03 - Ideas for everybody 1:52:15 - Some ideas for maintaining creative development through adolescence 1:59:26 - Honoring everyday creativity : ) Links & References: "Vygotsky's theory in-play: early childhood education" - http://tiny.cc/m321vz "Why Man Creates" - http://tiny.cc/n321vz "An interesting assignment" - http://tiny.cc/p321vz

Que há diversos casos de cooperação na natureza, todas as pessoas sabem.Mas isso é inato dos seres vivos?Quais os pontos positivos da cooperação?E que outras coisas decorrem desse tipo de dinâmica?Confira o papo entre o leigo curioso, Ken Fujioka, e o cientista PhD, Altay de Souza.> OUÇA (52min 12s)*Naruhodo! é o podcast pra quem tem fome de aprender. Ciência, senso comum, curiosidades, desafios e muito mais. Com o leigo curioso, Ken Fujioka, e o cientista PhD, Altay de Souza.Edição: Reginaldo Cursino.http://naruhodo.b9.com.br*PARCERIA: ALURAAprofunde-se de vez: garantimos conhecimento com profundidade e diversidade, para se tornar um profissional em T - incluindo programação, front-end, data science, devops, ux & design, mobile, inovação & gestão.Navegue sua carreira: são mais de 1300 cursos e novos lançamentos toda semana, além de atualizações e melhorias constantes.Conteúdo imersivo: faça parte de uma comunidade de apaixonados por tudo que é digital. Mergulhe na comunidade Alura.Aproveite o desconto para ouvintes Naruhodo no link:https://bit.ly/naruhodo_alura*APOIO NESTE EPISÓDIO: OCBCooperar em grande escala é uma habilidade exclusiva do homo sapiens, já disse o historiador Yuval Noah Harari.E, em épocas de crises sócio-econômicas como a que estamos vivendo, a cooperação se torna ainda mais necessária e importante para solucionar os mais diversos desafios.É por isso que estamos lançando o episódio de hoje, 2 de julho, para falar da cooperação, com o apoio do Sistema OCB, a Casa do Cooperativismo no Brasil. No dia 2 de julho, o mundo todo celebra o Dia internacional do Cooperativismo, que em sua centésima edição fala sobre como as cooperativas constroem um mundo melhor. Só para se ter uma ideia do que é o cooperativismo, 1 em cada 6 pessoas é cooperativista no mundo. No Brasil, são mais de 4.800 coops, com mais de 17 milhões de cooperados, e trabalho e renda para milhões de brasileiros, além do potencial de transformação nas comunidades onde as coops estão inseridas.É um ciclo virtuoso que traz impacto positivo para todo mundo. Acesse somos.coop.br (coop com dois 'o's, de cooperar) para saber porque o coop faz muito e faz bem!A cooperação constrói resultados melhores e maiores do que o trabalho individual. As cooperativas são modelos de negócios que buscam traduzir essa forma natural de organização, a favor de relações mais humanas e mais justas. Então damos boas-vindas a você para este episódio sobre Cooperação, com o apoio do Sistema OCB, a voz do coop no Brasil.Vem com a gente!*REFERÊNCIASA framework for using phoresy to assess ecological transition into parasitism and mutualismhttps://link.springer.com/article/10.1007/s13199-022-00830-7Mutualism: https://www.sciencedirect.com/topics/earth-and-planetary-sciences/mutualismFor Whose Benefit?: The Biological and Cultural Evolution of Human Cooperationhttps://bit.ly/3NieU0lAGRICULTURAL COOPERATION AS AN INNOVATION FOR RURAL DEVELOPMENThttp://www.baltijapublishing.lv/index.php/issue/article/view/849Assessment of the Relationship Between Cooperation and Levelof Child's Rights Act Implementation in Benue and Lagos States,Nigeria https://bit.ly/3u2YMJ2Hunting Associations between Badgers (Taxidea taxus) and Coyotes (Canis latrans)https://academic.oup.com/jmammal/article-abstract/73/4/814/907355?login=falseCleaning symbiosis in an obligate goby–shrimp associationhttps://link.springer.com/article/10.1007/s00227-013-2252-2Goby-shrimp partner specificity. I. Distribution in the northern Red Sea and partner specificityhttps://www.sciencedirect.com/science/article/abs/pii/0022098181901519Goby-shrimp partner specificity. II. The behavioural mechanisms regulating partner specificityhttps://www.sciencedirect.com/science/article/abs/pii/0022098181901520The Partnership between Gobiid Fishes and Burrowing Alpheid Shrimpshttps://www.researchgate.net/publication/242013308_The_Partnership_between_Gobiid_Fishes_and_Burrowing_Alpheid_ShrimpsPhylogeography of marine mutualists: parallel patterns of genetic structure between obligate goby and shrimp partnershttps://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-294X.2005.02686.xO que quatis e mangustos têm em comum?https://www.scielo.br/j/bn/a/ZrMLtkTyNNnw9m95PdzHgbG/?lang=enAltruistic punishment in humanshttps://www.nature.com/articles/415137aThe Neural Basis of Economic Decision-Making in the Ultimatum Gamehttps://webapps.pni.princeton.edu/ncc/PDFs/Neural%20Economics/Sanfey%20et%20al%20(Science%2003).pdfEffect of helpers on reproductive output in a cooperatively breeding birdhttps://repositorio-aberto.up.pt/bitstream/10216/124199/2/367251.pdfEcology and Conservationhttps://www.dropbox.com/s/wwjhzu1kp2h96k3/Suiform%20Soundings%2014%202.pdf?dl=0Why does the ocean sunfish bask?https://www.tandfonline.com/doi/full/10.4161/cib.20376Vertical movement and behavior of the ocean sunfish, Mola mola, in the northwest Atlantichttps://www.sciencedirect.com/science/article/abs/pii/S0022098110004193Origins of Human Cooperation and Moralityhttps://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/13649/origins%20of%20human%20cooperation%20and%20morality.pdf?sequence=1Two Key Steps in the Evolution of Human Cooperationhttps://www.journals.uchicago.edu/doi/full/10.1086/668207Cooperation and human cognition: the Vygotskian intelligence hypothesishttps://sci-hub.wf/10.1098/rstb.2006.2000Host specificity and permanence of associations between mesostigmatic mites (Acari: Anactinotrichida) and burying beetles (Coleoptera: Silphidae: Nicrophorus)https://www.tandfonline.com/doi/abs/10.1080/00222939800770101Engineering cooperation in chimpanzees: tolerance constraints on cooperationhttps://www.sciencedirect.com/science/article/abs/pii/S0003347206001461?via%3DihubChimpanzee helping in collaborative and noncollaborative contextshttps://www.sciencedirect.com/science/article/abs/pii/S0003347210003234?via%3DihubAdaptive indirect effects: the fitness of burying beetles with and without their phoretic miteshttps://link.springer.com/article/10.1007/BF02067397Naruhodo #338 - Por que fofocamos?https://www.youtube.com/watch?v=ij9ocesTc50&ab_channel=Cient%C3%ADstica%26PodcastNaruhodoNaruhodo #61 - Pessoas ricas prestam menos atenção à pobreza?https://www.youtube.com/watch?v=b9XqhOg-19E&ab_channel=Cient%C3%ADstica%26PodcastNaruhodo*APOIE O NARUHODO PELA PLATAFORMA ORELO!Um aviso importantíssimo: o podcast Naruhodo agora está no Orelo: https://bit.ly/naruhodo-no-oreloE é por meio dessa plataforma de apoio aos criadores de conteúdo que você ajuda o Naruhodo a se manter no ar.Você escolhe um valor de contribuição mensal e tem acesso a conteúdos exclusivos, conteúdos antecipados e vantagens especiais.Além disso, você pode ter acesso ao nosso grupo fechado no Telegram, e conversar comigo, com o Altay e com outros apoiadores.E não é só isso: toda vez que você ouvir ou fizer download de um episódio pelo Orelo, vai também estar pingando uns trocadinhos para o nosso projeto.Então, baixe agora mesmo o app Orelo no endereço Orelo.CC ou na sua loja de aplicativos e ajude a fortalecer o conhecimento científico.https://bit.ly/naruhodo-no-orelo

(Originally posted Jan 10, 2020 at Chats about CHT http://tiny.cc/kmylsz) Chat 2 with Vygotskian psychologist, Nikolai Veresov. Highlights include: 1:52 - The great puzzle of Vygotsky's time (The "Crisis of Psychology") 6:30 - Even Kant thought the crisis was unsolvable 9:22 - How to see the invisible (W. Wundt's experimental research challenge & discussion of Lower and Higher Psychological Functions, e.g., logical memory, voluntary attention, imagination) 19:50 - Why did Wundt separate LPF and HPF, and how did he study HPF? 22:43 - Vygotsky's main contribution (not just theory but *new method*) Key point: when something is currently invisible, or inaccessible, (e.g., HPFs), see if you can go back to its infancy and track its development before it "disappears underground" http://nveresov.narod.ru/KIP.pdf - see Nikolai's paper, "Introducing cultural historical theory: main concepts and principles of genetic research methodology"

(Initially posted December 2, 2020) Nikolai Veresov helps to distinguish cultural-historical activity theory (CHAT) and cultural-historical theory (CHT). Highlights include: 0:35 - What is CHAT? (Ant's confession) 1:58 - Nikolai's preference for clarification over comparison 3:39 - Veresov (2020): Two theories with many strengths 5:51 - Nikolai's appreciation and respect for CHAT 7:27 - Nikolai's concerns about CHAT 8:36 - Historical background of CHT, Activity Theory, and CHAT 15:24 - Why is this important? 19:17 - Is Nikolai alone here? 23:18 - Three coexisting theories 25:55 - Specific features of CHT and of CHAT 32:20 - Is CHAT more about systems while CHT is about individuals? 34:45 - Personality, transformation, and metamorphosis (CHAT and CHT) 38:31 - Is there a metamorphosis dynamic in CHAT? 40:44 - The concept of contradiction in CHT and in CHAT 43:41 - An example of dialectical unity (life and birth and death) 48:52 - Vygotskian application of dialectical unity (not subject-object but individual-social) 54:12 - Example: development of HPF or cultural forms of behavior? 59:36 - Mediation in CHAT and in CHT 1:04:11 - Can tools ever have more agency than individuals? 1:09:50 - Should perezhivanie make an appearance in CHAT? 1:16:49 - Is CHAT concerned with cultural or social *development*? 1:19:28 - Where is Vygotsky in CHAT? 1:21:32 - Can developmental CHT principles map onto CHAT-esque domains? 1:25:13 - Nikolai's objection Veresov (2020) "Identity as a sociocultural phenomenon: the dialectics of belonging, being and becoming" is here: http://tiny.cc/pty5tz

(Originally posted Jun 25, 2020) What do you think is the most powerful threshold concept in Vygotsky's work? Andy Blunden weighs in, followed by responses from three other Vygotskian researchers. From Meyer and Land (2003): "Threshold Concepts' may be considered to be “akin to passing through a portal” or “conceptual gateway” that opens up “previously inaccessible way[s] of thinking about something” Meyer and Land, 2003: "Our discussions with practitioners in a range of disciplinary areas have led us to conclude that a threshold concept, across a range of subject contexts, is likely to be: Transformative, in that, once understood, its potential effect on student learning and behaviour is to occasion a significant shift in the perception of a subject, or part thereof. Probably irreversible, in that the change of perspective occasioned by acquisition of a threshold concept is unlikely to be forgotten, or will be unlearned only by considerable effort. Integrative; that is, it exposes the previously hidden interrelatedness of something." Flanagan, 2020: "Examples of the threshold concept must be transformative and involve a traverse through a liminal space. They are likely to be characterised by many of, but not necessarily all of, the other features listed below: Transformative: Once understood, a threshold concept changes the way in which the student views the discipline. - Troublesome: Threshold concepts are likely to be troublesome for the student. Perkins [1999, 2006] has suggested that knowledge can be troublesome e.g. when it is counter-intuitive, alien or seemingly incoherent. Irreversible: Given their transformative potential, threshold concepts are also likely to be irreversible, i.e. they are difficult to unlearn. Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related. Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose. Discursive: Meyer and Land [2] suggest that the crossing of a threshold will incorporate an enhanced and extended use of language. Reconstitutive: "Understanding a threshold concept may entail a shift in learner subjectivity, which is implied through the transformative and discursive aspects already noted. Such reconstitution is, perhaps, more likely to be recognised initially by others, and also to take place over time (Smith)". Liminality: Meyer and Land [4] have likened the crossing of the pedagogic threshold to a ‘rite of passage' (drawing on the ethnographical studies of Gennep and of Turner in which a transitional or liminal space has to be traversed; “in short, there is no simple passage in learning from ‘easy' to ‘difficult'; mastery of a threshold concept often involves messy journeys back, forth and across conceptual terrain. (Cousin [2006])”.

(Originally posted Apr 25, 2020) These three clips have captured my attention. Clip 1 - Vygotsky's "Law of 4 Stages" Clip 2 - How this law can help teachers and students Clip 3 - A memory game (biological vs. cultural memory) Full video: http://tiny.cc/byn7rz

(Originally posted September 1, 2020) Excerpts from George Hillocks, Jr.'s (1995) book, Teaching Writing as Reflective Practice 0:23 - Three Modes of Teaching: Environmental, Presentational, and Natural Process 2:40 - Features of Environments for Active Learning 4:27 - Goals and Objectives of Environmental Teaching 8:27 - Selection of Materials and Problems 10:23 - Providing Support for Learning: Structural & Small peer-group support 13:50 - Student Ownership 15:42 - Environmental Teaching: a Vygotskian Perspective Full text: http://tiny.cc/p09rsz

Vygotskian scholar Holbrook Mahn helps to illuminate the essence of concepts and how they might be purposefully developed. Highlights include: 1:40 - Holbrook's role in (and relationship to) the "Vygotsky-sphere" 6:28 - Advantages of Holbrook's pre-Vygotsky background 8:51 - The importance of dialectics and process-oriented study 11:28 - The unity, not the identity, of learning and development 14:06 - Different aspects of the "system of concepts" concept 16:22 - What is a concept and what are the origins of concepts? 19:22 - Animals have concepts (pre-human concepts; potential concepts) 24:00 - Brain/mind unity, meaning, & sense - the creation of concepts 26:55 - Generalization and affect 34:45 - What is a "conceptual neuronal network"? 39:50 - Everyday & academic in classrooms (conceptual knowledge & conceptual understanding) 45:00 - Making everyday & academic concepts visual and explicit 48:55 - The ALA Protocol -- helping students access & develop academic concepts (see link below) 55:34 - Thinking in concepts 1:02:00 - Dialectical thinking (origins in the universe itself?) 1:06:06 - The process of constructing ALA prompts (a demo) 1:14:52 - Ending, not starting, with the verbal definitions 1:17:32 - Tribute to Mom Additional resources: Notes for teachers on Holbrook's Academic Literacy for All (ALA) Protocol: http://tiny.cc/0lsmuz More from Holbrook here: https://home.edweb.net/people/holbrook-mahn/ Hierarchy of concepts snapshot: https://ifioque.com/psyche/concept-formation My online grammar course is here: http://tiny.cc/rpsmuz (contact me directly for discounts)

In this podcast, your language guide Emily (teacher, PhD) will talk about the power of formative assessments. You'll learn what formative assessments are, why they matter, and 3 easy ways you can incorporate more of them into your language class! Looking to download our White Paper or Setting Good Goals PDF we mentioned in this episode? Click here to access: https://info.mangolanguages.com/glc-signupWatch our video on the Fluency Illusion here: https://youtu.be/sJA6ML7tivs or learn more about Active Learning Strategies here: https://youtu.be/caGsJO-5SmQIf you'd like the blog article that accompanies this podcast, click here: https://blog.mangolanguages.com/why-formative-assessments-are-a-teachers-biggest-secret-power-3-simple-tips-for-using-them-in-your-language-classroomWe also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages. Wondering what languages were used in today's episode? Serbian | Zdravo! Kako si? is ‘Hello! How are you?'' and Važi. Ćao! is ‘Ok. Bye!' Japanese | 前置きはさておき (maeoki-wa sate oki) means 'without further ado' (literally translates as ‘setting aside introductory remarks') Interested in learning English, Serbian, Japanese, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appWant to explore more of the research underlying this episode? Check out this case study article: Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11–33. https://doi.org/10.1177/1362168810383328Check out this overview article: Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current directions in psychological science, 21(5), 279-283.Check out this foundational book: Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development (Vol. 9). Springer Science & Business Media.Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!#teachingtips #assessments #gradeanxiety

Linguist and Vygotskian scholar David Kellogg distinguishes two types of neoformations and hypothesizes on the deep roots and peculiarities of basketball. Initially published May 27, 2021 Full chat: http://tiny.cc/16xxtz

A review of Anis Bawarshi's (2003) book -- interesting from a Vygotskian and a pedagogical perspective. (Initially published December 23, 2020) (I think I wrote this review but am not 100% sure. I will update as soon as I find out for sure and will credit appropriately if necessary!)

Nikolai Veresov helps to distinguish cultural-historical activity theory (CHAT) and cultural-historical theory (CHT). (Initially published December 2, 2020) Highlights include: 0:35 - What is CHAT? (Ant's confession) 1:58 - Nikolai's preference for clarification over comparison 3:39 - Veresov (2020): Two theories with many strengths 5:51 - Nikolai's appreciation and respect for CHAT 7:27 - Nikolai's concerns about CHAT 8:36 - Historical background of CHT, Activity Theory, and CHAT 15:24 - Why is this important? 19:17 - Is Nikolai alone here? 23:18 - Three coexisting theories 25:55 - Specific features of CHT and of CHAT 32:20 - Is CHAT more about systems while CHT is about individuals? 34:45 - Personality, transformation, and metamorphosis (CHAT and CHT) 38:31 - Is there a metamorphosis dynamic in CHAT? 40:44 - The concept of contradiction in CHT and in CHAT 43:41 - An example of dialectical unity (life and birth and death) 48:52 - Vygotskian application of dialectical unity (not subject-object but individual-social) 54:12 - Example: development of HPF or cultural forms of behavior? 59:36 - Mediation in CHAT and in CHT 1:04:11 - Can tools ever have more agency than individuals? 1:09:50 - Should perezhivanie make an appearance in CHAT? 1:16:49 - Is CHAT concerned with cultural or social *development*? 1:19:28 - Where is Vygotsky in CHAT? 1:21:32 - Can developmental CHT principles map onto CHAT-esque domains? 1:25:13 - Nikolai's objection Veresov (2020) "Identity as a sociocultural phenomenon: the dialectics of belonging, being and becoming" is here: http://tiny.cc/pty5tz

David Kellogg finds Vygotsky in an interesting national curriculum. Full chat here: http://tiny.cc/j60usz

In this teaching-centric conversation, David Kellogg shares an interesting perspective on pedagogical (and pedological) Vygotsky. (Originally published September 9, 2020) Highlights include: 0:46 - Pedology vs. pedagogy 5:24 - Vygotsky's long life after death . . . and some Breaking News 10:02 - The important of "interests" for concept development 11:48 - Hats David has worn (continuing the point on "interests") 16:38 - Challenging children & zones of actual vs next development 18:35 - Can memory be developed late, and if so, how? 24:00 - Types of games (R. Caillois) and the importance of semantic memory 26:50 - The importance of language & the (in)appropriateness of progressive teaching 30:11 - An elaboration of Vygotsky's law of four stages (cf. http://tiny.cc/e8vtsz) 35:10 - A developmental educational framework David likes -- and his Vygotskian spin on it 42:25 - Semantic memory and "Conversation as the great chain-complex of child development" 44:04 - Some of teaching suggestions Anthony appreciated (original: https://bit.ly/33dAoGz) 49:43 - Vygotsky's partial critique of "Thinking and Speech: Chapter 5" 57:55 - What is semantic memory (and semantic meaning)? 1:04:53 - An engaging teaching demo aimed toward semantic meaning development 1:09:01 - Why David thinks Language trumps Activity 1:14:32 - Vygotsky as teacher and pedagogical philosopher

Excerpts from George Hillocks, Jr.'s (1995) book, Teaching Writing as Reflective Practice (Originally published September 1, 2020) 0:23 - Three Modes of Teaching: Environmental, Presentational, and Natural Process 2:40 - Features of Environments for Active Learning 4:27 - Goals and Objectives of Environmental Teaching 8:27 - Selection of Materials and Problems 10:23 - Providing Support for Learning: Structural & Small peer-group support 13:50 - Student Ownership 15:42 - Environmental Teaching: a Vygotskian Perspective Full text: http://tiny.cc/p09rsz

Language is something we feel that it starts with ABC But, in reality, it starts from day one or maybe before It starts with LISTENING In fact, it happens when as a part of life, fully experiencing it, TALKING and LISTENING - Home and Classrooms full of CHATTER (some call them as noisy classrooms) - kids FREELY talking, interacting with each other -" I did this, I saw this, this looks like this, My tiffin box is like a rectangle box, My sandwich is soft and so. Talk about the dress, read each other t-shirt, what happened last night, what they like and do not like and so on ... A LARGE amount of LISTENING and TALKING between children hence becomes a major source of language development (and also thinking development). This is how your child learned to speak the mother tongue, so this is the most natural method of learning. A lot of elaborative, descriptive, and thought rich talking and listening is also the core of whole development as per the Vygotskian principles. READING - A child read because the environment offers innumerable exposure to reading. A child "sees" and reads a whole lot of books, notes by the facilitator, labels in the classroom, codes and notices, signage, pickup card, what's on another child's t-shirt, and so on. This seeing is making the child form an image of letters, words, the flow of words (left to right), sentences, and so on. These exposures form the fundamental step towards reading. What the child reads he/she may not be able to communicate to you - NOW - but he/she is in the process of FORMING images of the written language. WRITING - When the child is using Mehandi cone, or combining two strips and making a form or scribbling on the slate or crayon on paper - I am replicating not just images of objects but also symbols of letters. (curves and lines), When the child is making forms in the sand, playing with a paintbrush, singing rhymes with actions, making various formation with blocks, etc - he/she is learning to recreate. These combinations of curves and lines form the first step towards forming letters. Soon they start relating what they have formed to the letters they have seen. Soon they start replicating these on slate / by body actions, in the sand area, and yes on paper. When children have this rich experience of LANGUAGE around them - they're ready to EXPLORE language. No wonder many of the kids PICK up skills required for that level within no time - while they have no direct exposure to writing the conventional way. Fortunately, we can't compartmentalize learning to school or learning to reading and writing. Learning happens everywhere: at home, in the garden, at a restaurant, or a party! In fact, the best learning happens when its part of my life, when I am fully experiencing it, when I have a reason and meaning behind it, when I approach it with a purpose of my own when it is contextual - part of real life. Many children detest writing. During the first few years of a child's life listening and talking is the basic form of communication, while the child sees reading equally important to survive - from signboards to food packets to stories for entertainment. But the child is introduced to writing through writing ABC - which has no connection with a child's life. Aarohi - An Open Learning Community Education at Aarohi is an endeavor to Understand oneself and develop strengths, skills, and talents that one needs and wants Enjoy exploring this wonderful world and connect with it in a meaningful way Create your own journey, live your own dreams and add value to self every day. More about Aarohi: https://aarohilife.org: About Aarohi a Video - https://youtu.be/QF6xlICnjJ4 Email - aarohi@aarohilife.org or FaceBook: https://www.facebook.com/aarohilife or Instagram: https://www.instagram.com/aarohi_life_education/

These three clips have captured my attention. (Originally published Apr 25, 2020) Clip 1 - Vygotsky's "Law of 4 Stages" Clip 2 - How this law can help teachers and students Clip 3 - A memory game (biological vs. cultural memory) Full video: http://tiny.cc/byn7rz

Psychologist Nikolai Veresov describes Vygotsky's "most important" law of 4 stages of development of human higher psychological functions (HPFs). Veresov suggests that students might struggle because one or more of their HPFs (e.g., thinking, memory, imagination, will, attention) has been interrupted at one of the stages of development. (Originally published Apr 20, 2020) Full video: http://tiny.cc/eppmsz

"I want this lost voice to come back again" (Originally published Jan 23, 2020) Full video: http://tiny.cc/2983iz

What do you think is the most powerful threshold concept in Vygotsky's work? Andy Blunden weighs in, followed by responses from three other Vygotskian researchers. (Originally published Jun 25, 2020) From Meyer and Land (2003): "Threshold Concepts' may be considered to be “akin to passing through a portal” or “conceptual gateway” that opens up “previously inaccessible way[s] of thinking about something” Meyer and Land, 2003: "Our discussions with practitioners in a range of disciplinary areas have led us to conclude that a threshold concept, across a range of subject contexts, is likely to be: Transformative, in that, once understood, its potential effect on student learning and behaviour is to occasion a significant shift in the perception of a subject, or part thereof. Probably irreversible, in that the change of perspective occasioned by acquisition of a threshold concept is unlikely to be forgotten, or will be unlearned only by considerable effort. Integrative; that is, it exposes the previously hidden interrelatedness of something." Flanagan, 2020: "Examples of the threshold concept must be transformative and involve a traverse through a liminal space. They are likely to be characterised by many of, but not necessarily all of, the other features listed below: Transformative: Once understood, a threshold concept changes the way in which the student views the discipline. - Troublesome: Threshold concepts are likely to be troublesome for the student. Perkins [1999, 2006] has suggested that knowledge can be troublesome e.g. when it is counter-intuitive, alien or seemingly incoherent. Irreversible: Given their transformative potential, threshold concepts are also likely to be irreversible, i.e. they are difficult to unlearn. Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related. Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose. Discursive: Meyer and Land [2] suggest that the crossing of a threshold will incorporate an enhanced and extended use of language. Reconstitutive: "Understanding a threshold concept may entail a shift in learner subjectivity, which is implied through the transformative and discursive aspects already noted. Such reconstitution is, perhaps, more likely to be recognised initially by others, and also to take place over time (Smith)". Liminality: Meyer and Land [4] have likened the crossing of the pedagogic threshold to a ‘rite of passage' (drawing on the ethnographical studies of Gennep and of Turner in which a transitional or liminal space has to be traversed; “in short, there is no simple passage in learning from ‘easy' to ‘difficult'; mastery of a threshold concept often involves messy journeys back, forth and across conceptual terrain. (Cousin [2006])”.

Part 2 of 2 -- Professor Nikolai Veresov presents research examples for each of the 5 experimental research principles of Vygotsky's Genetic Research Methodology (GRM). In order to solve puzzles once thought unsolvable, Vygotsky managed to devise a theory (Cultural-historical theory) and a new research method (GRM) to complement the theory. This exclusive episode is appropriate for all researchers - and educators - with serious interest in Vygotsky's ideas. (Originally published June 13, 2020) Please enjoy: 0:14 - Brief introduction 0:30 - Principle 1 - Research example (Minson et al, 2016) - paper here: http://tiny.cc/5a3vnz 7:00 - Principle 2 - Two ways of using this principle 9:25 - Principle 2 - How does Nikolai uses this principle as a psychologist? 10:54 - Principle 2 - Research example #1 (Fleer et al, 2019) - paper here: http://tiny.cc/g73liz 14:32 - Principle 2 - Research example #2 (Nasciutti et al, 2016) - paper here: http://tiny.cc/dq1vnz 20:15 - Principle 3 - Research example #1 (Ashraf, 2018) - paper here: http://tiny.cc/ho1vnz 25:45 - Principle 3 - Research example #2 (van Oers, 2013) - paper here: http://tiny.cc/mv1vnz 29:24 - Principle 4 - Research example #1 (Nourkova, 2016) - paper here: http://tiny.cc/u62vnz 31:24 - Principle 4 - Research example #2 (Minson et al, 2016) - paper here: http://tiny.cc/5a3vnz 36:04 - Principle 5 - How to use the principle of sustainable neoformations Part 1 is located here: http://tiny.cc/gf7qqz The original sources for all clips are located here: http://tiny.cc/db8qqz

This exclusive episode is appropriate for all researchers - and educators - with serious interest in Vygotsky's ideas. Vygotskian psychologist Nikolai Veresov introduces and discusses the 5 experimental research principles of Vygotsky's Genetic Research Methodology (GRM). In order to solve puzzles once thought unsolvable, Vygotsky managed to devise a theory (Cultural-historical theory) and a new research method (GRM) to pair with the theory. This video is Part 1 of 2. Part 2 will discuss specific experiments that have been conducted with these methodological principles. (Originally published June 13, 2020) Please enjoy: 0:15 - Brief introduction 0:43 - What does it mean to conduct a Vygotskian experiment? 2:21 - Who is the target audience here? 3:44 - What is different about this Vygotskian research method? 4:45 - How do the 5 research principles relate to the theory itself? 7:02 - Principle 1 - How to find the 'buds of development' 11:32 - Principle 1 - Where are the buds? 14:11 - Principle 2 - How does this 'principle of drama' work? 18:09 - Principle 2 - Will any type of drama do? 19:37 - Principle 2 - Why is this experimental research principle so important? 23:35 - Principle 2 - How and why to apply the principle of drama 28:23 - Principle 3 - How does this 'principle of real and ideal forms' work? 30:36 - Principle 3 - A simple illustration from Vygotsky 38:49 - Principle 3 - Two main considerations when designing research with Principle 3 41:07 - Principle 4 - Why is this 'principle of developmental tools' so important? 42:42 - Principle 4 - Vygotsky's law of 4 stages of every higher psychological function's development 45:35 - Principle 4 - How does principle support research (and learning)? 47:56 - Principle 4 - What sorts of research questions does Principle 4 address? 50:56 - Principle 5 - Important context: Vygotsky's method was new by necessity 53:53 - Principle 5 - Are all changes sustainable "neoformations"? 57:44 - Principle 5 - How does this 'principle of sustainable results' keep us humble? 1:00:16 - Principle 5 - How can we use this principle in experimental studies? 1:04:23 - Reflection - Are most researchers who cite Vygotsky using these 5 principles? Part 2 is here: http://tiny.cc/q29qqz The original sources for all clips are located here: http://tiny.cc/db8qqz

The principle of sustainable results, or "neoformations," serves many functions, including keeping us humble. What is the difference between additive and developmental change? What are "qualitative reorganizations"? How essential was "dialectical logic" to Vygotsky's breakthroughs, and what role should it play in Vygotskian research? Chat 5 with Vygotskian psychologist Nikolai Veresov, who weighs in on these topics and cautions against undervaluing them. (Originally published Jun 13, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 0:31 - The circumstances that led to Vygotsky's breakthrough 6:45 - Vygotsky's paradigm shift from formal logic to dialectical logic 14:04 - What does "qualitative reorganization" mean? 18:51 - Are all changes an indication of development? ("differentiation") 24:54 - Transformation: Transformers and Terminators 31:47 - The artificial intelligence of machines and people 39:26 - Humanity is the thing; Nikolai's lament on the drying up of cultural resources 47:28 - Vygotsky's method and his theory go together, and belong together 56:01 - Why the humility of Principle 5 is so important 58:25 - The dangers of 'overselling' the importance of the social & 'destroying the buds' with pseudoconcepts 1:00:59 - Can the development of scientific concepts (scientific thinking) be rushed? 1:06:20 - How can we use Principle 5 in research and in classrooms? 1:15:16 - Challenges and benefits of using these five principles 1:25:42 - Principle 5 (neoformations) as the 'humility principle' 1:29:54 - Neoformations are reorganized systems, not just transformations or 'something new' 1:34:43 - The importance of longevity and transfer 1:37:33 - Will there be bridge-building with Nikolai's critics? 1:40:30 - Demonstration: scientific concepts are systems of concepts 5 Principles for Vygotskian Research: http://tiny.cc/1fisqz

This is the first of a series of chats with Vygotskian psychologist, Nikolai Veresov, who discusses the enduring relevance and popularity of Vygotsky's work, distinctions between learning and development, continuing misconceptions of ZPD, the value of cultivating difficulty, and key principles for conducting Vygotskian experiments. (Originally published Jan 10, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 1:04 - Our target audience & our main goals 2:01 - The enduring relevance of Vygotsky's theory -- and the challenge of understanding it accurately 6:49 - Huge interest in the theory is developing outside of academia 9:55 - "Vygotsky discovered the fundamental laws of the cultural development the human being" 11:37 - Learning vs. Development (not all learning is developmental) 18:27 - ZPD is only one, and not the main, concept of cultural-historical theory 22:49 - Is this a blank slate theory, or something else? 26:28 - We can't understand zone of proximal Development until we understand Development 27:26 - "ZPD as a concept, used everywhere, is a victim of misunderstanding" 36:00 - Are our objectives merely Task-oriented or Developmentally-oriented? 43:04 - 5 Principles for Designing and Conducting a Vygotskian Experiment 55:44 - Principle 2: the necessity of Drama, Collision, Contradiction (V's General Law) 1:00:56 - How Vygotsky applied dialectics to psychology (no development without contradiction) 1:07:38 - Advice for teachers: Cultivate Frustration, Create Small Crises, Help Find Solutions 1:10:11 - Relationship between personal dramas & personal values 1:15:33 - Is the Trump era a collective drama, or category? Collective development? Dog playing Jenga: http://tiny.cc/ul55hz Referenced sources: "How to Use a Vygotskian Approach: a short guide for teachers & researchers" (Barra 2019) - http://tiny.cc/0oe4hz "Nikolai Veresov's video-lecture, Fu Jen Catholic University, Taipei, Taiwan" (Veresov 2010) - http://tiny.cc/hse4hz "Reading 'Thinking and Speech' (Vygotsky)" (Veresov 2010)- http://tiny.cc/0re4hz “Zone of proximal development (ZPD): the hidden dimension?” (Veresov 2004) - http://tiny.cc/sse4hz "The zone of proximal development in Vygotsky's analysis of learning and instruction" (Chaiklin 2003) - http://tiny.cc/d315hz

Chat 2 with Vygotskian psychologist, Nikolai Veresov. (Originally published Jan 10, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 1:52 - The great puzzle of Vygotsky's time (The "Crisis of Psychology") 6:30 - Even Kant thought the crisis was unsolvable 9:22 - How to see the invisible (W. Wundt's experimental research challenge & discussion of Lower and Higher Psychological Functions, e.g., logical memory, voluntary attention, imagination) 19:50 - Why did Wundt separate LPF and HPF, and how did he study HPF? 22:43 - Vygotsky's main contribution (not just theory but *new method*) Key point: when something is currently invisible, or inaccessible, (e.g., HPFs), see if you can go back to its infancy and track its development before it "disappears underground" http://nveresov.narod.ru/KIP.pdf - see Nikolai's paper, "Introducing cultural historical theory: main concepts and principles of genetic research methodology"

Chat 2 with Nikolai Veresov, continued. (Originally published Jan 10, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 1:00 - Nikolai's own role in clarifying Vygotsky's research contributions 5:00 - Should Conservatives be wary of this theory? 8:55 - Why was this theory created; what is its subject matter? (the importance of contextualizing the theory, and how it is distinct) 15:21 - The Why: 5 principles for conducting Vygotskian experiments (Nikolai's rationale) 21:32 - The What: 5 principles for conducting Vygotskian experiments (Crucial distinction: "We do not have objects under study; we do not have functions under study; we have PROCESSES under study") 25:03 - The Which: 5 principles for conducting Vygotskian experiments ("I select the principle that helps me to answer my research question") 30:50 - To what extent was Vygotsky susceptible to motivated reasoning and/or confirmation bias? 32:45 - The principle of drama (or category, or contradiction) 39:20 - Nikolai and colleagues' research studies using the principle of drama (includes the long quote cited below) 44:10 - A Vygotskian experiment with children: "the process of development of children's executive functions in the playworld" (paper here: http://tiny.cc/g73liz) 47:46 - A Vygotskian experiment with adults: "a new system of professional development for school psychologists" (paper here: http://tiny.cc/lh4liz) 53:45 - The principle of the "buds" of development "What makes us different is that we went through different contradictions, collisions, challenges. As a psychologist, I'm interested in situations where we can specially create these dramatic collisions - for children and for adults - and then we look: Do they have enough higher psychological functions to overcome this? If they can not, how they can begin to interact with others in order to drink from this source of development -- because Vygotsky said that social environment is the source of development. But what does it mean, 'social environment is the source of development?' What does it mean that the river is the source of the water? The river is the source of the water only when somebody comes to the river and starts drinking from it. " For more on the 5 principles: http://nveresov.narod.ru/KIP.pdf - Nikolai's paper, "Introducing cultural historical theory: main concepts and principles of genetic research methodology" http://tiny.cc/0oe4hz - my short article, "How to Use a Vygotskian Approach: a short guide for teachers & researchers"

On the topic of education, Peter Smagorinsky has likely WRITTEN more words than I have read. Though long, our conversation was not linear, and listening out of order might be the ideal way to go. (Originally published January 20, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 1:00 - After 31 years, is Peter an expert? 3:19 - Anthony most certainly is not (feel free to skip to 9:22) 9:22 - Peter uniquely describes higher and lower mental functions 13:45 - Challenges of reading Vygotsky and studying 'murky' social concepts 17:10 - Why isn't there scientific agreement on 'good teaching'? 21:58 - Where would Peter locate himself on the purist to pragmatist spectrum? 26:56 - The difference between 'scaffolding' and ZPD -- and ZND! 32:43 - Learning how to write like a scholar - and like a public columnist 34:32 - The emotional confidence needed to write simply 36:40 - Advice for teaching short-term and long-term simultaneously 41:42 - Vygotsky's "great overlooked work" & the topic of 'deficit thinking' 44:55 - Disastrous utopianism and equalitarian blindspots 48:05 - Was Vygotsky more interested in how thinking develops or in how to develop thinking? 50:21 - Distinguishing the unsavory from the useful (includes a bit on perspective-hopping) 1:00:33 - What does Vygotsky have to offer teachers? (Peter's unique take) 1:11:55 - (Vygotskian) frameworks and methodologies for Peter's research 1:22:23 - Why do 5-paragraph papers get a bad rap? 1:25:00 - Rounding out Peter's methodology (telos, setting, and tools is "a way to do it") 1:28:32 - MLK, Vygotsky, nonviolence, and violence 1:34:32 - The development of individuals and the development of collectives 1:38:36 - A.I. and Vygotsky 1:41:25 - Peter recommends . . . References: "Smagorinsky on Meaning - Text, Tool, Culture" (Excerpt) - http://tiny.cc/gbvkjz "What Does Vygotsky Provide for the 21st-Century Language Arts Teacher?" - http://www.petersmagorinsky.net/About/PDF/LA/LA2013.pdf Peter's public essays - http://www.petersmagorinsky.net/Vita/vitaweb.htm#PublicEssays "Educating the Public on the Public's Terms: An Open Letter to Academics" - https://writerswhocare.wordpress.com/2014/07/21/educating-the-public-on-the-publics-terms-an-open-letter-to-academics/

Chat 3 with Nikolai Veresov, who provides a range of ways to understand dialectics -- and its role in explaining the relationship between lower and higher mental functions. (Originally published February 15, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 0:30 - What does 'Hegelian method' mean? 3:30 - Dialectics as a kind of predictive logic, and a discussion of 'quantitative change' sparking 'qualitative leaps' 7:00 - Mechanical systems vs. Organical systems 9:10 - What does "qualitative reorganizations" mean? 10:15 - Dialectics as a "philosophical method of thinking about organical systems given that they are always in the Process of Development" (Being and Becoming) 12:05 - Vygotsky discovered how to indirectly apply this philosophical method to psychology 13:45 - How original was Vygotsky's breakthrough? 16:46 - How are lower and higher mental functions (LMF/HMF) related to each other? 19:00 - An example: the development of voluntary ("or cultural") attention 23:15 - Possible ways to help HMFs develop 26:00 - Are social relations a type of quantitative "heat" that qualitatively changes the "water"? The second part of this conversation is here: http://tiny.cc/g9c8jz References: "The transition from quantity to quality: A neglected causal mechanism in accounting for social evolution" - https://www.pnas.org/content/97/23/12926 “Higher mental functions are not built on top of elementary processes, like some kind of second storey, but are new psychological systems comprising a complex nexus of elementary functions that, as part of a new system, being themselves to act in accordance with new laws” Vygotsky, L.S. (1984). Sobraniye sochinenii, Vol. 6, p.58

Chat 3 with Nikolai Veresov, who presents a heuristic toolset for Vygotskian research that is flexible and customizable to a range of settings. This is part 2. (Originally published February 14, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 0:30 - What kind of theory is this? How is it possible to collect data that shows the "Hidden process" of development? Is this the most important and most difficult challenge in psychology? 4:05 - Vygotsky had to invent a new method of research (GRM) -- a new method of data collection and data analysis (the Genetic Research Method, or Experimental Genetic Method) 8:31 - Potential problems in the traditional research method 9:44 - How Good Is Your Memory? A demonstration of Biological vs Cultural memory (and the effect of cultural tools on higher mental functions) 15:58 - Vygotsky's warning on mistakenly comparing apples to oranges (or worse, fruits to boots) 20:30 - Strengths of the traditional method 23:03 - What does it mean to conduct Vygotskian experiment? 24:47 - How to find the Buds of Development (Principle 1) 29:23 - Nikolai discusses Minson's use of Principle 1 to aid children's storytelling 36:35 - How and why to apply the Principle of Drama (Principle 2) 46:10 - Introduction to Principle 3 - explanation of the concept and advice for researchers 57:46 - What if the ideal form is present and interacting but very painful? (the role of pleasure or pain) 58:57 - A Principle 3 research design requires two tasks: provide the most efficient ideal forms and ask what are the most efficient ways of interacting with the child and the forms (very teacher-friendly) 1:01:12 - Key distinctions between language and speech (discussion of Ashraf's use of Principle 3) 1:06:34 - Using role-play to fuel the interaction of ideal and present forms (Bert van Oers research) 1:08:57 - The benefits and importance of research alignment (theory, methods, collection, analysis, etc) This video is a continuation of our previous conversation, located here: http://tiny.cc/75y0jz References: Victoria Minson on https://psyjournals.ru/en/kip/2016/n3/minson.shtml Tanzin Ara Ashraf on second language speech development: https://www.researchgate.net/publication/325180210_Teaching_English_as_a_Foreign_Language_in_Saudi_Arabia_Struggles_and_Strategies Bert van Oers on role-play as fuel for the interaction of ideal and real forms: https://www.tandfonline.com/doi/abs/10.1080/1350293X.2013.789199 Enjoy ~ https://twitter.com/cvoelter/status/1153932664925298693

This episode is the final in our mini-series that I hope will help you to think through the options you might have for your child’s preschool. In previous episodes we looked at Waldorf and Montessori approaches to early childhood education; today we examine the Reggio Emilia-based approach with Suzanne Axelsson, who studied it for her Master’s degree in early childhood education and is well-respected in the Reggio field.  She helps us to understand how the “concept of the child” impacts how we see the child and support their learning, and what are the “hundred languages of children”… References Bodrova, E., & Leong, D.J. (2006). Tools of the mind: The Vygotskian approach to early childhood education (2nd Ed.). New York, NY: Pearson. Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation.   (#) Transcript Jen:                                      (https://www.temi.com/editor/t/7JYCugmQ1A92oLkIcXO3GCaAdHUvfOE3E3uxOIQqj_UiOqU7jmpuT2WIxlug0ZZZIi0gKqtTOJ4fj6Z8HpNjdfJWlSM?loadFrom=DocumentDeeplink&ts=27.54)                    Hello and welcome to today’s episode of Your Parenting Mojo, which is called Is a Reggio Emilia Preschool Right for My Child. So this is the third in our mini series about different approaches to preschool education and today’s episode is going to be a little bit odd for me because I actually know a fair bit about the Reggio Emilia approach to early childhood education, but I went out and found us a real expert to talk with and I’m going to pretend like I don’t know very much so that we can ask the kinds of questions that people here are new to Reggio Emilia might ask. Our guest today, Suzanne Axleson received her master’s degree in early childhood education at Sheffield University in England, where she specialized in Reggio Emilia language and communication and documentation as a tool to aid memory and deepen children’s learning. She has 20 years of experience teaching in a variety of early years settings including traditional Swedish preschool and Montessori. Suzanne recently worked at Filosofiska, which I hope I’m pronouncing correctly, Sweden’s first preschool with a philosophical profile where she developed an approach to use philosophy as a pedagogic tool for young children, but she recently decided to spend some time collecting her thoughts in preparation for writing a book on how to use listening to improve pedagogical outcomes. Welcome, Suzanne. Suzanne:                            (https://www.temi.com/editor/t/7JYCugmQ1A92oLkIcXO3GCaAdHUvfOE3E3uxOIQqj_UiOqU7jmpuT2WIxlug0ZZZIi0gKqtTOJ4fj6Z8HpNjdfJWlSM?loadFrom=DocumentDeeplink&ts=99.86)                    Thank you. Jen:                                      (https://www.temi.com/editor/t/7JYCugmQ1A92oLkIcXO3GCaAdHUvfOE3E3uxOIQqj_UiOqU7jmpuT2WIxlug0ZZZIi0gKqtTOJ4fj6Z8HpNjdfJWlSM?loadFrom=DocumentDeeplink&ts=100.91)                    Thanks so much for joining us today. I wonder if you could tell us about how you first learned about the Reggio Emilia approach to early childhood education and what about it spoke to you? Suzanne:                            (https://www.temi.com/editor/t/7JYCugmQ1A92oLkIcXO3GCaAdHUvfOE3E3uxOIQqj_UiOqU7jmpuT2WIxlug0ZZZIi0gKqtTOJ4fj6Z8HpNjdfJWlSM?loadFrom=DocumentDeeplink&ts=109.26)                    It was round about 2007 when I was working in a preschool and there were teachers talking about that this is a new approach to this preschool should take and we looked into it so we realized this was something we were going to do and so I looked more into it and realized it spoke to me because it’s more or less what I’ve been doing all the time. It was about observing the children and listening to the children and making sure that the learning was happening...

A public seminar from the Department of Education, given by Dr Neil Mercer, University of Cambridge. In recent years, researchers in evolutionary psychology and anthropology have proposed that we have evolved with “social brains” that enable us to manage complex social relationships. Research in neuroscience also encourages the view that humans have a distinctively social form of intelligence. I suggest that the concept of the social brain is potentially useful for understanding the dynamic, iterative relationship between individual thinking and social activity, and the role of language in mediating that relationship. This gives the concept educational relevance. However, I argue that its current conceptualization is too individualistic; it needs to be redefined to take account of the distinctive human capacity for thinking collectively. Vygotskian sociocultural theory and empirical research derived from it offer a useful basis for this reconceptualization, enabling a better understanding of the relationship between “intermental” activity and “intramental’ and hence the processes of teaching and learning. Finally, I consider the implications of this reconceptualization of the social brain for educational theory, research and practice.

A public seminar from the Department of Education, given by Dr Neil Mercer, University of Cambridge. In recent years, researchers in evolutionary psychology and anthropology have proposed that we have evolved with “social brains” that enable us to manage complex social relationships. Research in neuroscience also encourages the view that humans have a distinctively social form of intelligence. I suggest that the concept of the social brain is potentially useful for understanding the dynamic, iterative relationship between individual thinking and social activity, and the role of language in mediating that relationship. This gives the concept educational relevance. However, I argue that its current conceptualization is too individualistic; it needs to be redefined to take account of the distinctive human capacity for thinking collectively. Vygotskian sociocultural theory and empirical research derived from it offer a useful basis for this reconceptualization, enabling a better understanding of the relationship between “intermental” activity and “intramental’ and hence the processes of teaching and learning. Finally, I consider the implications of this reconceptualization of the social brain for educational theory, research and practice.

Vygotskian developmental psychologist Lara Beaty joins philosopher-scientists Richard Brown and Pete Mandik to tackle questions such as: Is the mind bigger than the brain? Does conceptual thought and even consciousness require the use of language or other sorts of social interaction? Which is morally preferable: making animals smarter or making humans stupider? Would it be totally cool to eat somebody who volunteered for it?

The 2007 MLA Report, Foreign Languages and Higher Education: New Structures for a Changed World," called for the elimination of the often-criticized language-content structure of collegiate foreign language (FL) programs in favor of "a broader and more coherent curriculum in which language, culture, and literature are taught as a continuous whole" (p. 3). The Report further proposed that these reforms be accomplished through development of students’ translingual and transcultural competence and increased emphasis on cultural narratives present FL texts such as poetry, prose, film, and journalism. This final recommendation is a particular challenge in lower-division courses given that they are typically anchored in commercial instructional materials focused more on lexico-grammatical competence and oral transactional interaction than on text-driven learning. In addition, graduate teaching assistants (TAs) are often responsible for staffing the majority of lower-division course, and professional development opportunities are often insufficient in their scope and content to equip TAs to carry out instruction consistent with the aims of the MLA Report. This presentation will include discussion of challenges and strategies in meeting the 2007 MLA Report’s call for change in lower-division FL courses and, in particular, in relation to TA professional development. A pedagogy of multiliteracies (Gee, 1990; Kern, 2000; New London Group, 1996) is posited as a framework for anchoring TA professional development and several concepts from Vygotskian cultural-historical psychology (e.g., everyday and scientific concepts, appropriation, dialogic mediation, assisted performance) are foregrounded as key elements of professional development activities. Examples will be shared from an ongoing empirical study of TA conceptual and professional development.

Transcript -- Professor Alison Garton explores the advantages that social support brings to children when they’re learning, and the importance of empathy and intersubjectivity

Professor Alison Garton explores the advantages that social support brings to children when they’re learning, and the importance of empathy and intersubjectivity