Applying Rogoff’s theory of apprenticeship (Rogoff 143), I was a newcomer to the activity and community of Karate. The skills were not something that I could display or teach outside of our training because that went directly against the goals of mastering the art. The goals apparent were finding a sense of control, protecting yourself, and finding your inner strength. You had to be an active participant in order to advance just as Rogoff defines when he writes “ in apprenticeship, newcomers to a community of practice advance their skill and understanding through participation with others in culturally organized activities” (Rogoff 143) Most of the members learned from one teacher most of the time. If we had been able to take what we learned
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This is an example of the Zone of Proximal Development (Santrock 50) because the chances are very slim that I would have been able to teach myself that skill. My mother often evaluated how much she had to change the way she was teaching me in order for me to understand it which is an example of scaffolding (Santrock 52). For example she would use small objects or pennies to demonstrate the math processes and so that the resulting number would have a visual representation. She would repeat what she did, then tell me to replicate it with another problem. In a Vygotskian way, we used language to try to communicate to each other how we got the answer or number of pennies that we did (Santrock 52). Most of the time, my explanations were off, but that was part of how I …show more content…
This happens in the form of attention. That attention normally helps the person in need, but causes a neglect of there are others in need. When I was a senior in high school, one of my teachers was willing to help me understand college acceptance letters and circumstances as well as help me decide on a college. She did the same for some other students in my year, but she did not do that for everyone. Something in the way I behaved towards her made me recruitable to her. She was also willing to write letters of recommendation, which she only did for some students. Her attention helped me succeed academically as well as saved my family quite a lot of trouble in things that we did not understand about the college application
This is an example of the Zone of Proximal Development (Santrock 50) because the chances are very slim that I would have been able to teach myself that skill. My mother often evaluated how much she had to change the way she was teaching me in order for me to understand it which is an example of scaffolding (Santrock 52). For example she would use small objects or pennies to demonstrate the math processes and so that the resulting number would have a visual representation. She would repeat what she did, then tell me to replicate it with another problem. In a Vygotskian way, we used language to try to communicate to each other how we got the answer or number of pennies that we did (Santrock 52). Most of the time, my explanations were off, but that was part of how I …show more content…
This happens in the form of attention. That attention normally helps the person in need, but causes a neglect of there are others in need. When I was a senior in high school, one of my teachers was willing to help me understand college acceptance letters and circumstances as well as help me decide on a college. She did the same for some other students in my year, but she did not do that for everyone. Something in the way I behaved towards her made me recruitable to her. She was also willing to write letters of recommendation, which she only did for some students. Her attention helped me succeed academically as well as saved my family quite a lot of trouble in things that we did not understand about the college application