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Vygotsky in the Classroom

Vygotsky in the Classroom. (about 14 min). The 3rd Principal Principle: Learning Occurs Best in the “Zone”. Potential Dev. Level. Zone of Proximal Development (ZPD) = gap btwn reliance on guidance to solve problems and independent problem solving Refers to process of maturation

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Vygotsky in the Classroom

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  1. Vygotsky in the Classroom (about 14 min)

  2. The 3rd Principal Principle: Learning Occurs Best in the “Zone” Potential Dev. Level • Zone of Proximal Development (ZPD) = gap btwn reliance on guidance to solve problems and independent problem solving • Refers to process of maturation • “Performance before competence” • Safe context for risk-taking in learning process (e.g., play) • Video on ZPD Actual Dev. Level

  3. Role of Social Interaction in Learning • ZPD is best time for social interaction • Social interaction should be with someone who can provide appropriate guidance • “more capable peer” • In some cases, regression is possible • Intersubjectivity is important • Joint understanding of task goals, etc. • Shared power, shared authority • Advanced partner provides scaffolding

  4. Characteristics of Ideal Scaffold • Term “scaffolding” actually introduced by Bruner to explain how students can learn when in ZPD • Provides support • Functions as tool to extend range of learner • Models skill or task • Breaks task into smaller, simpler components • Enhances motivation

  5. Common Examples of Instructional Scaffolds • Teacher thinks aloud to demonstrate • Activating prior knowledge • Asking questions or making predictions about task • Remembering steps in a task • Breaking complex tasks into simpler steps • Giving verbal cues or hints to problems • Use of graphic organizers to help students assimilate new information

  6. General Implications for Learning & Instruction • Learning ≠ Development • Not all children of same age will be in same “stage” of development • Funds of Knowledge are transformed to Scientific Concepts • Tasks should be slightly beyond child’s reach, but not too far beyond… • Questions should push development • Use of conflict/dilemmas • Assessment should focus on current and potential knowledge

  7. Questions for Instruction • In literacy instruction, what practices do teachers engage in that are consistent with Vygotsky’s ZPD? • What are some examples of use of computers as effective scaffolds for instruction? What are some non-examples? • In general instruction, what types of scaffolding tools would be most effective? Why?

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