CONSTRUCTIVISM

LEV VYGOTSKY

VYGOTSKY’S THEORIES

ZPD

Social Learni

ng

Scaffolding

A Specific View

Social Learning TheoryZPD

(Zone of Proximal Development)

-A range of tasks that an individual

cannot yet do alone but can accomplish when assisted by a

more skilled partner.

MKO(More

Knowledgeable Others)

-Agents who help or support the children to accomplish the

tasks.-Eg: Teachers,

Parents, People around the children

who are more experienced.

Scaffolding-The process to achieve ZPD.

-The changing of the level of support.

Social Learning (Interaction with Adults)

Vygotsky is credited with developing the concept of Social Cognition

(aka Social Development Theory of Learning), which proposes that:

• Social Interaction and culture has a dramatic impact on cognitive development.

• Cognitive processes (language, thought, reasoning) develop through social interaction.

• Learning is largely mediated by social interaction of students and "More Knowledgeable Others" (e.g. teachers, parents, coaches, peers, experts, etc.)

Zone of Proximal Development (ZPD)

• ZPD is the pupils’ performance under the guidance of adult @ co-operation from their peers.• Objective:–To achieve a higher level of potential development.

Pupil’s Actual Development • Able to learn

and perform task individually.

• Most difficult task that can be learned @ performed individually.

Zone of Proximal Development

• Able to learn and perform various tasks with guidance from others.

• Most difficult task that can be learned @ performed with guidance from others.

Potential Development Limit

• Children with small area of ZPD: Unable to learn @ perform any task even with guidance.

• Children with large area of ZPD: Can perform well after guidance.

• Each individual has his own ZPD.• Those who posses large area

in the ZPD have greater potential development than others who have only small area in ZPD.• Learning process happen

when pupils able to create knowledge by actively involving themselves in using the existing experience to solve problems.

Scaffolding

• A structure built alongside a building (adults/parents) when a brand new building is being built @ when a building is being repaired (knowledge/children). After completion, scaffolding is removed. (Children applied new knowledge & be independent).

• When a pupil learns a new task @ a difficult skill, the skilled person may use direct instruction.

• When they begin to understand, less guidance is given.

• Agents of Scaffolding:– Adults– Children’s peers/people/society around

• Objective:–To let children to learn new information & develop more complex thinking abilities.

• Tools:–Dialogue–Interaction–Private speech (for language skill: Children who speak to themselves while playing with dolls, toys and etc. have a greater possibilities to learn language faster than those who are not.)

Scaffolding Example

• Left to his own devices, could this boy make his sister a birthday cake?

• His mother uses scaffolding to create a situation in which he can begin to move into a zone of proximal development.

• Picture 1: The boy finds and collects ingredients to make cake but does not know the process.

• Picture 2: Mom helps the boy by demonstrating first and the boy observes.

• Picture 3: The boy does the process by himself while mom gives less guidance.

• Picture 4: The boy has learnt how to bake cake and may apply it in the future if he wants to bake cake more.

Importance of Vygotsky’s Theory

• ZPD as the key process of construction of higher level & more complex knowledge through assistance of a qualified instructor @ peers.

• Education plays a central role, assisting pupils to learn the tools of the culture.

• Children construct knowledge and acquire skills through social interaction & sociodramatic activities.

• Strong emphasis on the sociodramatic contexts on learning.

Implications of Vygotsky’s Theory

• Assessment focuses on the ZPD of the child. Teacher should give exercises @ tasks of varying difficulties to determine the level of which to begin instruction.

• Teacher offers help only when needed. Give support and motivation for the children to try & apply the skills to achieve the goal.

• Monitor & encourage children to use private speech (to enhance language skills & acquisition).

• Encourage collaborative learning in the classroom & also organise learning that involves a community of learners outside the school.• Encourage help from skilled

peers.• Give meaningful instructions.

Relate the lessons with daily experiences. Reduce memorizing. Apply @ practice the knowledge in real situation.

Implications of Constructivism

• In teaching-learning activities:– Teacher only plays the role as:• Adviser• Facilitator• Planner

– Pupils play the main role.

• Methods use:– Cooperative model.– Collaborative model.

• Factors that influence process of cognitive development: –Pupil’s knowledge–Awareness

• Assist pupils to use their acquired knowledge to relate & apply to learning of new knowledge.

• Foster intrinsic motivation for pupils to learn on their own initiative.

• Pupils encourage to use:–Critical & Creative Thinking Skills

Importance Keywords

• Social Learning (Big Umbrella)• ZPD: Zone of Proximal Development• MKO: More Knowledgeable Others• Scaffolding (Process)• Guidance• Collaborative• Cooperate• Practical

THANK YOU

Presented by:Aileen

FrancescaMazizianaMcelleyMelanie