Comments for Sapis Insight http://www.sapis.ca Sat, 04 Feb 2012 00:54:44 +0000 hourly 1 http://wordpress.org/?v=3.2.1 Comment on What do you have to Give Up to Move Up? Nothing by Melissa http://www.sapis.ca/?p=264#comment-21 Melissa Sat, 04 Feb 2012 00:54:44 +0000 http://www.sapis.ca/?p=264#comment-21 I love the scaffolding metaphor, and the complementarity between greater competency *and* insight. I sometimes think of it as though someone is being pulled in many directions like in a turbulent river eddy - being bounced about with no clear direction - and I gently pull him/her out of the eddy to head down the path of least resistance (i.e. with the river flow) towards the desired destination. I love the scaffolding metaphor, and the complementarity between greater competency *and* insight.

I sometimes think of it as though someone is being pulled in many directions like in a turbulent river eddy – being bounced about with no clear direction – and I gently pull him/her out of the eddy to head down the path of least resistance (i.e. with the river flow) towards the desired destination.

]]> Comment on What do you have to Give Up to Move Up? Nothing by Cate http://www.sapis.ca/?p=264#comment-20 Cate Fri, 03 Feb 2012 11:24:09 +0000 http://www.sapis.ca/?p=264#comment-20 I like this idea -- it resonates with the concept of "the zone of proximal development" that Vygotsky described -- that a good teacher (aka coach, mentor) supports people in the areas where, with a little support, they can be "scaffolded" to operating at a higher level/greater competency/insight etc. And then after the scaffolding, people can then operate at that level on their own. It's the ripe field for transformative learning. I like this idea — it resonates with the concept of “the zone of proximal development” that Vygotsky described — that a good teacher (aka coach, mentor) supports people in the areas where, with a little support, they can be “scaffolded” to operating at a higher level/greater competency/insight etc. And then after the scaffolding, people can then operate at that level on their own. It’s the ripe field for transformative learning.

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