This is evident also in adults learning a second language, and immersing oneself into a community of speakers of a language (CoP) you are interested in learning (agency) will help you learn it faster as you have become a part of the community of practice in order to participate in it meaningfully.

The idea that children learn through observation redirects my thinking to lpp, and as they become proficient, they start doing things on their own.

taking into account the community's needs and wants makes for a school that will fit the framework of how learning will take on a more participatory role of apprentices and masters within what is familiar.

this reminds me of the apprentice and the master from the lave and wenger book...

This makes me think about how curriculum is done in the classroom, and IB framework or Reggio Emilia inspired classroom vs textbook guided instruction

i feel that this connects nicely to the concept of situated learning from the Lave and Wenger book

this passage reminds me of "It directs our attention towards the idea of an ‘active spectator’ who constitutes the sense and significance of objects and artifacts." from crafting participation piece. So is the use of a hands on approach the same as an active spectator in the Heath piece?

so as an out of school occurrence, is it necessary to have a set curriculum or is it sufficient to have students explore and create their own unique understandings of what they are encountering?

this reminds me of the bookstore observation and the types of learning the students had there, as well as how people would react differently depending on what would happen.

but what will happen if they are by themselves? Would they have learned the same things?

it seems that the artist wanted to evoke a membership from the community, a sense of participation when they view this piece of art, as well as how they interpret it according to where they are located (situated activity / participation )

how Trevor changes his views about war indicates his learning. This takes into account a learning curriculum and the teaching curriculum and here in this example we see evidence of both. Trevor learns through his investigation of the book as well as comments from his community of practice, and these learnings are guided by the teacher who is the master (chapter 4, Lave and Wenger)

I definitely feel that Lave and Wenger would approve!!

it is interesting that the acquired knowledge is only useful for recreational activity and not for assisting the family out of poverty. How could the children's fund of knowledge benefitted from the mistakes of their parents?

children are the perfect example of the success Of social environment to learn different at new concepts. This represents the whole language model, as well as how complex participation is in social practice.

children are the perfect example of the success Of social environment to learn different at new concepts. This represents the whole language model, as well as how complex participation is in social practice.

It is interesting how this talks about different learning environments not only in school but outside of school similar to chapter two in Lave and Wenger where they specify the theory of learning as an dimensional social practice. Page 47

These funds of knowledge are helpful in understanding the community which is being studied and reflect ..."a comprehensive understanding involving the whole person or people that rather than receiving this information it is based on activity with the world..." similar to page 33.

having a sense of agency is a must when trying to change the current situation to one more readily accepted by society, which again takes us back to how social culture plays a huge part of our decisions and lives, even with active or peripheral participation.

I think that this speaks to how the social world influences our decisions and how we view ourselves in the framework of our lives and how we in turn participate meaningfully, by listening and learning from others.

Love how this evokes a connection for me into the Lave piece on how these members personalize their own identity from being apprentices and later they become active participants. It shows how situated learning occurs naturally within this specific cultural setting.

I like this reference to self help, and recognizing the signs of powerlessness, but having the courage to do something about it. I think that this plays neatly into Holland's concept of figured worlds, the alcoholics for instance figure a world of escape into the numbing effects of alcohol, therefore withdrawing from active participation in the real world where there problems are. By recognizing that this is not the way to solve the problem and actively shifting roles, they are able to receive the help that they need.

The women with better developed sense of this cognitive salience, in their active thoughts and actions. II am trying to see how this fits into the framework of how practice makes perfect in a sense.

The naiveté of the way these women see themselves in regards to past relationships with men is fascinating, actually rating yourself in regards to your romantic prowess. Romance is not really an American "thing" as many of my friends who have immigrated here from other countries are quick to say. The definition of "jerks" in this piece rang loud and clear for my friends when they arrived on the dating scene.

I am enjoying reading about the so-called gender models that are conjured up by culture and expectations. LOL!!

The use of diverse objects to signify or represent is one key item that persons use to describe a point that they are trying to make in a social setting, for instance when trying to recreate a scene for others to understand, for example an accident ( using a pencil and notebook to illustrate an intersection and a mobile phone as the car) This is not the intended purpose of the use of a notebook, pencil or mobile phone, but used for this purpose creates a scene that others can relate to and understand.

I feel that this is the basis of all learning such as language acquisition as well as funds of knowledge that are particular to a specific peer group.

Interesting! how walking through a double door would remind you of the intricacies of this game ( never could do it! )

Learning curriculum as people wait their turns to get in the building.

inspired I like how you vividly depict the freshman's feelings, and the learning curve that she needed to get through in order to successfully enter or exit without "messing up".

ZPD is spoken about in just about every learning theory ( often in different ways) but what I loved about this book is how adept they are in describing those moments that you can learn a new activity with scaffolding ( for instance, watching mom cook as a child, then later being able to help chop the veggies and then at the end helping cook the meal. Then as an adult already knowing how to prepare dinner for the family using those early moments of learning.

Practice, Person, Social World All theories of learning are based on fundamental assumptions about the person, the world, and their relations, and we have argued that this monograph formulates a theory of learning as a dimension of social practice

Well the highlight option wasn't working so I just pasted it in here. (p.47) It is interesting that this is mentioned in this way and it is true that in order to learn, we must interact with our environment (socially to communicate, for instance). I totally agree.

This is an interesting view on how one perceives and interacts with the world, not sure if they mean in a passive or active way.

This is so interesting, as it goes hand in hand with what we do in my grade level, ( Preschool) the more hands on and close to what they are doing or are interested in, the better the chance that they will learn and remember it!

This is evident in all our interactions with others in our environment as well as when we manipulate objects and see what will happen when we do. This is also the way human being develop as young babies, by exploring their surroundings and interacting with them in order to obtain knowledge.