Please enable JavaScript.

Coggle requires JavaScript to display documents.

Collaborative Design (Activity Theory (division of labor (Kimberly's…

- - - - L2 reading (design task, mediating tools) based on SCT theory - examine language learners' L2 reading development
        
        Chapter 2: A V-SCT perspective on L2 reading
        
        (1) understand what L2 learners can do on their own;
        (2) what they are able to do with access to culturally constructing artifacts;
        (3) researcher-teacher hopes to promote their L2 literacy development through the use of mediating artifacts;
        (4) Mediating artifacts: language, dictionary, a division-of-labor pedagogy; dynamic assessment;
        (5) not to just complete the reading activity, but more importantly these artifacts help them to develop the abilities needed to become an independent readers in the L2.
        
        the goal is psychological development, not task completion.
        
        The key is the internationalization process, which means to turn sociocultural mediating artifacts into something in one's head (psychological) (memory about an event, a feeling, a smell, a word, a sentence, a picture, etc.), eventually, the individual is expected to use these in new activities
        
        example: baby learns to eat by himself, artifacts: mom, the word, "ah", mom shows an open mouth, mom demonstrating how she eats, spoon, bowl, rice, chewing, baby's right hand, holding the spoon, putting the rice to his mouth, mom saying "good boy". Social ----- psychological (baby eats by himself thinking about mom saying "good boy" and smile") --- baby laughs at other baby who cannot eat on his own.
        
        Chapter 3: Research Design - frameworks
        
        (1) Concept-based Instruction (CBI); (2) division-of-labor pedagogy (DOLP)
        
        CBI
        
        (1) learning scientific concept and knowledge; then (2) apply one's understanding of these concepts into concrete activities; (3) use these concepts as tools to mediate their thinking in the L2 (why not in L1?); (4) to develop higher psychological functions.
        
        5 components: teaching-learning scientific concepts - materializations - practical goal-directed activities - verbalizations - internationalization
        
        Division-of-labor pedagogy
        
        "As a collective, learners are able to perform beyond their individual abilities. This process prolepts learners into their future abilities through the internationalization of the various forms of mediation available in the collective activity"
        
        "What once required the collective can be done independently in the future and it is the nature of collective action in combination with the teacher's expertise that leads to learners' development" (But it only works on some occasions, what if they just divide it up and do not care other people's part?)
        
        1 more item...