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common knowledge
shared representation of task requirements and goals
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theory of mind (ToM)
the ability to attribute mental states to others and understand that those mental states are different from your own
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intermental
communication and understanding that happens in the relationship between people
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intramental
communication that happens within the self
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appropriation (social brain)
learning another person's strategies of thought and problem-solving
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co-constructive learning (social brain)
- dialectical learning
- coordinating mental effort to create new ideas about a topic to both people
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transformation (social brain)
- debate that develops Theory of Mind
- both teacher and student understand the knowledge pool in a new way
- ex. internal dialogue, self-monitoring, problem-solving
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Vygotsky's Principles
- our knowledge and teaching practises come from the current historical moment
- 1) social inequalities - women, race, and class
- 2) the possibilities of public education
- 3) strength based approach (including kids with disabilities)
- using 1,2, and 3, we can create an equitable education system and future
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microgenisis
development of psychological function after birth
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ontogenisis
the history of a particular child
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primary intersubjectivity
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secondary intersubjectivity
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accept and build:
the teacher takes what the child offers and turns it into a shared teaching moment
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obuchenie
- learning-teaching as a social practise
- every psychological function begins as a social function
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zone of proximal development (zpd)
the space just beyond a child's actual developmental level and their potential developmental level
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cultural tools
tools that existed before we joined the conversation that we take up and use
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Imaginative Play
- zpd where imagination builds from reality in dialectical tension
- ToM relies on imagining, especially empathy
- imagining leads to real emotion which helps concept development ex. historical engagement
- 4) xxx
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