I Dont Need Your Help Fifth Graders Vygotsky

“I Don’t Need Your Help!” Fifth Graders, Vygotsky, & Peer Editing Mary Christianakis, Ph. D. Assistant Professor Occidental College

In this presentation, I… • Introduce my research question and methods. • Discuss Vygotsky’s Theory • Introduce the social dynamics of the classroom I studied. • Explain peer stances during “Peer Editing”. • Examine some data on “Expert Peer Editing” • Revisit Vygotsky

Research Question and Methods • How do peer social dynamics shape and get shaped by peer editing practices? • I audio taped language arts lessons, collected student writing samples, audio taped small group discussions during writing, and conducted interviews. • I used a sociocultural theoretical frame informed sociolinguistic theories for understanding and analyzing data.

Zone of Proximal Development Potential “expert” or more “capable” peer Actual Vygotsky’s Theory of Development

Classroom Sociogram (Organized by friendship group; color coded by perceived ability; color coded by self-identified race) Ester Maria Shakeel Ramana Joey Donny Kaya Ron Swapnil Rayjon Clyde Andy Constance Ariel Felicia Mark Erin Rachel Nicholas Mindy Steve Delisha Henry Kataja Ronita Synchro Aqueenah

Typology of Questions & Comments During Peer Editing Question/Comment Children’s Expression Explanation Clarifying question/comment “What do you mean? ” or “It’s not clear. ” Peer editor asks for clarif. or further elaboration. Critical (mechanics and form) “That’s not how you …” Peer editor critiques author’s spelling or form. Critical (style and voice). “That doesn’t make sense. ” Peer editor critiques author’s expression. Admiration “This is really good. ” Peer editor praises work. Suggestive “How about writing______ instead. ” Peer editor suggests an alt. Empathetic “I have a hard time with _____ also. Peer editor empathizes with author’s mistake or difficulty. Directive “Change your pronouns. ” Peer editor states necessary change using the imperative. Defensive “Don’t blame it on me. ” Peer editor absolves self of blame when advice is not taken. Authoritative “I have to help you. ” Peer editor claims signified role. Collaborative “Let’s try_____. ” Peer editor temporarily assumes co-author role. Judgmental “You are being too negative. ” Peer editor judges author’s ideas. Inquisitive “Which font? This one or that one? ” Peer editor creates choice for the author.

Classroom Sociogram (Organized by friendship group; color coded by perceived ability; color coded by self-identified race) Ester Maria Shakeel Ramana Joey Donny Kaya Ron Swapnil Rayjon Clyde Andy Constance Ariel Felicia Mark Erin Rachel Nicholas Mindy Steve Delisha Henry Kataja Ronita Synchro Aqueenah

Data Excerpt #1

Classroom Sociogram (Organized by friendship group; color coded by perceived ability; color coded by self-identified race) Ester Maria Shakeel Ramana Joey Donny Kaya Ron Swapnil Rayjon Clyde Andy Constance Ariel Felicia Mark Erin Rachel Nicholas Mindy Steve Delisha Henry Kataja Ronita Synchro Aqueenah

Data Excerpt #2 Challenging Experts

Classroom Sociogram (Organized by friendship group; color coded by perceived ability; color coded by self-identified race) Ester Maria Shakeel Ramana Joey Donny Kaya Ron Swapnil Rayjon Clyde Andy Constance Ariel Felicia Mark Erin Rachel Nicholas Mindy Steve Delisha Henry Kataja Ronita Synchro Aqueenah

Data Excerpt #3 “It would make more sense…”

Classroom Sociogram (Organized by friendship group; color coded by perceived ability; color coded by self-identified race) Ester Maria Shakeel Ramana Joey Donny Kaya Ron Swapnil Rayjon Clyde Andy Constance Ariel Felicia Mark Erin Rachel Nicholas Mindy Steve Delisha Henry Kataja Ronita Synchro Aqueenah

Data Excerpt #4 “Who asked you? ”

Zone of Proximal Development Potential “expert” or more “capable” peer Actual Vygotsky’s Theory of Development

Reconsiderations of ZPD for Peer Writing • Consider ZPD as a constructed/contested zone • Activity Theory (Russell and Yanez, 2003) —can give a frame for understanding the zone. • Study the “co-action” and the “distributed” nature of the social context • Consider the shifting nature of expertise

Directions For New Research • Explore social and cultural meanings of peer editing during writing—intersection of race, perceived academic ability, social status • Explore the perspectives of the children and not the hopes of adult worlds. • Revisit and challenge developmental theories • Peer Activity involves “signs” in use—that are concrete, historical and dialogic.

Vygotsky (1987) • “The central tendency of the child’s development is not a gradual socialization introduced from the outside, but a gradual individualization that emerges on the foundation of the child’s internal socialization (259)”.