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Lev Vygotsky ( Лев Вы́готский )

Lev Vygotsky ( Лев Вы́готский ). His Theory and Application Presented by Patrick Johnson and C.A.C. Reimer. Lev Vygotsky. Vygotsky was born in Orsha , then part of the Russian Empire (now located in modern-day Belarus), on Novemeber 17, 1896. He died on June 11, 1934, in Moscow.

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Lev Vygotsky ( Лев Вы́готский )

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  1. Lev Vygotsky(ЛевВы́готский) His Theory and Application Presented by Patrick Johnson and C.A.C. Reimer

  2. Lev Vygotsky • Vygotsky was born in Orsha, then part of the Russian Empire (now located in modern-day Belarus), on Novemeber 17, 1896. • He died on June 11, 1934, in Moscow. • He was a research psychologist and secondary teacher dealing mostly with cognitive development in childhood.

  3. Zone of Proximal Development (ZPD) • Vygotsky followed Piaget’s early approaches to constructivist theory. • He created the theory of the zone of proximal development. Knowledge is created not learned. Students learn material just outside of their comfort zone. Learning is assisted by teachers or others with different experiences. • Vygotsky placed emphasis on cooperative learning and discourse. Learning is made easier by organizing the material so that it is responsive to the child’s stage of development; must also connect to prior knowledge/experience and individual environments.

  4. Social-Cultural Cognition • Vygotsky was the first major theorist to believe that learning precedes development. This theory is constructivist. • He emphasized the roles of language and cultural background in developing a student’s thought processes. • Teachers must be responsive to each student’s culturally-shaped thought process and properly pair students for discourse with other students.

  5. Scaffolding • One method of guiding a student through the ZPD is to use scaffolding—hints and prompts that assist learning. • The task is not simplified. Instead, the learner is given graduated guidance to complete the task.

  6. How Learning Occurs • The main facet of learning through Vygotsky’s methods is application. Students learn by applying knowledge, with assistance by the teacher. • In didactic learning, the more knowledgeable student reinforces preexisting knowledge through the facet of explanation. • Thus, even though the more knowledgeable student is not learning in the same way as the less knowledgeable student, the exercise does promote the development of the former’s understanding.

  7. Theory in the Classroom • A teacher may pair up students in dyads: a pair of students, with one who has a better understanding of the material than the other student. The students must jointly prepare for a brief presentation in class. The more advanced student can help the other student prepare their material.

  8. Theory in the Classroom • The teacher can set up exercises with varying levels of guidance. • Early exercises are guided with detailed guides. • Once familiar with how to complete certain exercises, students will only be given an outline to provide structure. • Finally, students should be able to complete an exercise without any guidance.

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