Re:Homework_정세리

[kellogg]

Great! We can see that Seri doesn't wait for the book to start reading. But the book will be ready today, and you can catch up with her!

Vygotsky teaches us that writing has a long pre-history. For example, if you look at the drawings of young children, you will see that they are not very realistic, and the children are not bothered by the lack of realism (older children are a very different matter; often, the lack of realism bothers them so much that they give up drawing altogether).

Now, if you ask the children, they will tell you a story about the drawing instead of giving you a description. So Vygotsky hypothesizes that the drawings are not really drawings at all, but a kind of writing. The child is not drawing a picture of a baby; the child is trying to write a name.

So, as Seri says, writing (that is, the graphic expression‎ of talk) begins long before the ABC. And in fact, when we go back in history, we find that early forms of writing (including the early Phoenician alphabet which gave us the Greek, Latin, and eventually the English alphabet) really DO look like drawings!

Let's see what else Seri says. Once again, my comments in RED, and Seri in BLACK.

When I think of what we talked about on the very first day, I guess the answer would be d) Outcomes and results of the game.

Yes, that was my feeling too. But now I'm not so sure. I think it depends on what KIND of writing we want to do, and also how much of it.

I'd like to call this "participation part". To answer questions like "Who wins?" and "Why?" listeners need to understand the story line.

Right! In order to explain the outcome, we need to understand the moves. In order to answer "Why?" we need to understand "because".

But there's more. In addition to understanding the "story", they need to understand the RULES. In fact, the rules ARE the story. And the rules do not really specify the outcome.

Notice that a lot of child role plays are ALSO like this. When children play (for example) 소꿉놀이, or 학교놀이, or 병원놀이 or even 전쟁놀이 the outcome often has to be negotiated.

 Answering these questions though paper work, children will learn how to catch the meaning of text and how to reproduce similar or the same story. Additionally, this is not just about spell a) name or b) parts of the game.

Good! Seri has an EXTREMELY important point. When we teach using objects and cards, we often place the child in a NOUN FILLED world, where everything can be LABELLED with English NOUNS. When we teach using motions and gestures, we place the child in a VERB FILLED world ("Listen and do!") where everything can be labelled with VERBS.

Each world has its dangers (e.g. the noun filled world has ARTICLES, the verb filled world as VERB-SUBJECT AGREEMENT). But the real problem is not this world, or that world. The real problem is the REAL world, where nouns and verbs are integrated, because nouns do things, and verbs need nouns to do them and nouns on which to act.

In this case, the task on the paper doesn't always contain reading or writing alphabet. Children can develop reading and writing skills without ABC. i.e. it's possible to obtain internal process rather than external aspects of language through integration of listening, speaking, reading and writing. In this sense, what we call "text" is not only finished outcome but also "Inflowing of sense" or "mental note".

Imagine a kind of TREE.

TABLE ONE

Seonhye vs. Eunhye          Yeongmi vs. Sinyong

TABLE TWO

Fang vs. A-myeong            Miyeong vs. Munjeong

TABLE THREE

Seri vs. Seonjeong       Sangyeong  vs. Seonyeong     

This is the "prehistory" of the result. First Seonyeong and Eunhye play and Yeongmi and Sinyong say "The rabbit, the turtle, and the king!". Seonhye plays the rabbit and wins, and Eunhye plays the king and loses. Then Seonhye and Eunhye say, and Yeongmi and Sinyong play. Sinyong plays the turtle and loses. (What did Yeongmi play?) Here's the result.

TABLE ONE

         Seonhye         vs.         Yeongmi

Seonhye vs. Eunhye          Yeongmi vs. Sinyong

Winners play, and losers say. Yeongmi plays the turtle and wins (Sorry, Seonhye!). Now the tree looks like this:

TABLE ONE

                             Yeongmi

         Seonhye           vs.          Yeongmi

Seonhye vs. Eunhye          Yeongmi vs. Sinyong

We want to turn this into a set of sentences.

a) Yeongmi is stronger than Seonhye.

b) Yeongmi is stronger than Sinyong.

c) Seonhye ...

Notice that if we use the actual MOVES of the game, instead of just using the OUTCOMES we get this:

a) Yeongmi is stronger than Seonhye because the turtle can swim but the rabbit can't swim.

(Can you turn b) and c) into sentences in the same way?)

Now, the "tree" contains the results of the game. But the results are hidden. In order to make them EXPLICIT, we need to write the sentences.

Yeong is RIGHT! This is going to take a LOT of time. But A-myeong is right too--it's the end of the game. There is time to write it up!

Think of the Vancouver Olympics. DURING the actual performance of Kim Yeona, there is a lot of talk, and it's quite exciting and the talk is quite excited. But after the games there is time to reflect and report.

We should know that focusing on spelling is not all about paper work even in elementary school level. To intergrate four skills, futhermore, to adjust student's cognitive competence, it's necessary to let student know the construction of the story.

The word "competence" means POTENTIAL. Of course, when children develop, their potential, including their meaning potential is "adjusted". The problem is that you cannot SEE something that is merely potential. You can only see something that is ACTUAL. So teachers do not actually adjust potential. They adjust what is actual, and they HOPE that the potential is adjust accordingly.

But Seri is assuming that there IS a story. This is what Yeong assumed to. In fact, there isn't a story. We didn't KNOW, for example, that Sinyong was going to lose and that Yeongmi was going to win.

The difference between a game and a story is that a game really is unpredictable. A game is more like talk, and a story is more like text.

To do this, 4 sectioned - more or less - story board seems to be useful as a material. Students will understand the c)moves by drawing or writing to represent story line.

Notice that Seri assumes that the main task is COMPREHENSION. The goal is UNDERSTANDING. This is consistent with Yeong's interpretation of the activity as TEXT and not as TALK, as a STORY and not as a GAME. When you UNDERSTAND a text, you know all there is to know.

But when you understand a turn of talk, that is the beginning, and not the end. When you UNDERSTAND a story, you know all there is to know about the characters--they don't actually EXIST outside of the story! But when you UNDERSTAND a turn of talk, it is YOUR turn to speak. 

[Se-ri Chung]

I didn't see the difference between a game and a story. Now I see your point, thx Mr.K. :)

... looking forward to some conjunction of Talk & Text ?!