Quote:
“As a way in which the related conflicts are played out in practice, legitimate peripheral participation is far more than just a process of learning on the part of newcomers. It is a reciprocal relation between persons and practice. This means that the move of learners toward full participation in a community of practice does not take place in a static context. The practice itself is in motion (paragraph 31).”
Knowledge and learning is ever evolving and therefore it is important that, newcomer and old-timer alike, are actively participating in the upkeep of this process. The cyclical part of the LPP is what keeps it going, and therefore it thrives with the support of an active community. The steady active flow from newcomers to oldtimers are what will be the sustenance of an LPP. The persons in the peripheral eventually will be part of that inner knowledgeable circle that will guide the newcomers.
“As a way in which the related conflicts are played out in practice, legitimate peripheral participation is far more than just a process of learning on the part of newcomers. It is a reciprocal relation between persons and practice. This means that the move of learners toward full participation in a community of practice does not take place in a static context. The practice itself is in motion (paragraph 31).”
Knowledge and learning is ever evolving and therefore it is important that, newcomer and old-timer alike, are actively participating in the upkeep of this process. The cyclical part of the LPP is what keeps it going, and therefore it thrives with the support of an active community. The steady active flow from newcomers to oldtimers are what will be the sustenance of an LPP. The persons in the peripheral eventually will be part of that inner knowledgeable circle that will guide the newcomers.
Question:
Situated learning requires a balance between experienced and novice members that is voluntary. How can a teacher assess if she/he is doing this correctly? Are there specific things she/he should be looking for? Will the change be based on her experience and that of her students?
Situated learning requires a balance between experienced and novice members that is voluntary. How can a teacher assess if she/he is doing this correctly? Are there specific things she/he should be looking for? Will the change be based on her experience and that of her students?
Connection:
I kept thinking about the relationship between learner and educator that we are so accustomed to throughout our K-12 education system and how clearly this is not what LPP is. I also noticed how this is changing especially in the way our program and more specifically this class is set up. We are being challenged to ask questions, discover new things about ourselves and ultimately reach that level of expertise in which we can continue to cycle from learner to master learner. The idea of an LPP relates well with this master’s program because it pushes us to be active participants of the community by building our PLN through a real world lens. The projects and activities are not merely there for us to learn and understand about theories, but to actually apply them in context through the support of a community, our cohort and other teacher that we can connect with via the internet.
I kept thinking about the relationship between learner and educator that we are so accustomed to throughout our K-12 education system and how clearly this is not what LPP is. I also noticed how this is changing especially in the way our program and more specifically this class is set up. We are being challenged to ask questions, discover new things about ourselves and ultimately reach that level of expertise in which we can continue to cycle from learner to master learner. The idea of an LPP relates well with this master’s program because it pushes us to be active participants of the community by building our PLN through a real world lens. The projects and activities are not merely there for us to learn and understand about theories, but to actually apply them in context through the support of a community, our cohort and other teacher that we can connect with via the internet.
Epiphany:
I will have to admit that this activity was not a piece of cake for me. I struggled with the text, but thanks members of cohort and various google searches, I was able to get a good grasp on this activity. Not only did I get a better understanding of the concept I also realized the importance of a close reading activity across all levels of education. I do something simpler in my class with my 2nd grade students. There at the novice stage and therefore require a lot more coaching, but regardless of the level, I see the value of this. I was able to take away more from this activity, than if I had just read it and taken a quiz on it. I have a deeper understanding of what situated learning is and Legitimate Peripheral Participation.
Click on the button below to view my google doc.
I will have to admit that this activity was not a piece of cake for me. I struggled with the text, but thanks members of cohort and various google searches, I was able to get a good grasp on this activity. Not only did I get a better understanding of the concept I also realized the importance of a close reading activity across all levels of education. I do something simpler in my class with my 2nd grade students. There at the novice stage and therefore require a lot more coaching, but regardless of the level, I see the value of this. I was able to take away more from this activity, than if I had just read it and taken a quiz on it. I have a deeper understanding of what situated learning is and Legitimate Peripheral Participation.
Click on the button below to view my google doc.