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This Concept Map, created with IHMC CmapTools, has information related to: seeing Vygotsky in feedback, "...however true understanding and communcation occur only when I am able to generalize and name what I am experiencing, only when I am able to relate my experience to a specific class of experiences that are known to my partner". ???? "...when thinking is isolated from affect, investigating its influences on the affective or puposesive aspects of mental life is effectively precluded.", Vygotsky explains that the central problem in understanding thinking and speech lies in the relationship between thought and word. In analyzing the qualities of teacher feedback, the same claim can be made. What is of interest is the relationship between a teacher's thought, and this may be termed intention or disposition, and their word, this can be extended to action in order to capture all the ways in which teachers present their feedback. So, what's in a word or action? ???? It sounds a daunting task, but Vygotsky offers a glimmer of hope, How is the work of Vygotsky found in the research of the qualities of teacher feedback? ???? To understand teacher feedback as information from teacher to student, its meaning must be considered for each student as well as the situation that led to the feedback. Without this context, the qualities of teacher feedback will never be fully understood., "...when thinking is isolated from affect, investigating its influences on the affective or puposesive aspects of mental life is effectively precluded." ???? Vygotsky presses for understanding the complexity that some might overlook. Teacher feedback is full of complexity and what is of interest is leads a researcher who understands the complexity involved in the context of teacher feedback way in analyzing interaction between systems, whether functions of thought and speech or the, An introduction to the concept of classroom feedback. ???? What appears as simple, straightfoward and acceptable definitions of teacher feedback can become much more complex when the unit of analysis involves the interaction of functions. There exists all sorts of questions surrounding how to look at this issue of teacher feedback for what it is, a social practice embedded into the context of culture, school, student and teacher. The importance is to understand what Vygotsky explains from early on. Without this, there will not be hope for better understanding of the process of feedback that will affect learning and move students further in their intellectual development., What appears as simple, straightfoward and acceptable definitions of teacher feedback can become much more complex when the unit of analysis involves the interaction of functions. There exists all sorts of questions surrounding how to look at this issue of teacher feedback for what it is, a social practice embedded into the context of culture, school, student and teacher. The importance is to understand what Vygotsky explains from early on. Without this, there will not be hope for better understanding of the process of feedback that will affect learning and move students further in their intellectual development. ???? How is the work of Vygotsky found in the research of the qualities of teacher feedback?, For me, the difficult question is not "Where do I see Vygotsky?", but rather, "Where don't I see Vygotsky?" - Jenny Quynn Intro tells the story about meeting the artsy neighbor outside my home walking her poodle ???? An introduction to the concept of classroom feedback., Vygotsky presses for understanding the complexity that some might overlook. Teacher feedback is full of complexity and what is of interest is leads a researcher who understands the complexity involved in the context of teacher feedback way in analyzing interaction between systems, whether functions of thought and speech or the ???? Vygotsky explains that the central problem in understanding thinking and speech lies in the relationship between thought and word. In analyzing the qualities of teacher feedback, the same claim can be made. What is of interest is the relationship between a teacher's thought, and this may be termed intention or disposition, and their word, this can be extended to action in order to capture all the ways in which teachers present their feedback. So, what's in a word or action?, It sounds a daunting task, but Vygotsky offers a glimmer of hope ???? "Every idea contains some remnant of the individual's affective relationship to that aspect of reality which it represents.", "By isolating thinking from affect at the outset, we effectively cut ourselves off from any potential for a causal explanation of thinking." ???? "...when thinking is isolated from affect, investigating its influences on the affective or puposesive aspects of mental life is effectively precluded.", Vygotsky presents a new unit of analysis, one rooted in social interaction, in the attempt to understand thinking and speech. This is no less true when trying to tap into the qualities of teacher feedback. "Therefore, it may be important to view word meaning not only as a unity of thinking and speech but as a unity of generalization and social interaction, a unity of thinking and communication." ???? "...however true understanding and communcation occur only when I am able to generalize and name what I am experiencing, only when I am able to relate my experience to a specific class of experiences that are known to my partner"., To understand teacher feedback as information from teacher to student, its meaning must be considered for each student as well as the situation that led to the feedback. Without this context, the qualities of teacher feedback will never be fully understood. ???? Vygotsky presents a new unit of analysis, one rooted in social interaction, in the attempt to understand thinking and speech. This is no less true when trying to tap into the qualities of teacher feedback. "Therefore, it may be important to view word meaning not only as a unity of thinking and speech but as a unity of generalization and social interaction, a unity of thinking and communication."