Post on 08-Jan-2016
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LEV SEMYONOVICH VYGOTSKYSocial Cognitive Views of Learning
and the Zone of Proximal Development
Classroom Management University of Richmond Summer 2011
Christine Mingus
Biographical Information
L. S. Vygotsky(b.1896 – d.1934) was a Soviet psychologist whose work in the fields of child development and education continue to shape social cognitive views of learning
Most of his major work was developed in one prolific decade (1924 – 34), in which he wrote some 200 works
His most important publication was Thought and Language (published in English in1962)
Vygotsky and Piaget: Compare/Contrast
Similarities: Both men were born in the same year (1896) While neither received any training in formal
psychology, both men would exert great influence on developmental psychology and educational theory
Differences: Piaget: placed emphasis on structural aspects and
the biological origin of development Vygotsky: ‘stressed the contribution of culture,
social interaction, and the historical dimension of mental development ‘ (Ivic, p. 1)
The sociability of the child
Social interaction plays a formative role (a constructive function) in the child’s development and education
Vygotsky wrote in 1932 that:“It is through the mediation of others, through the mediation of the adult, that the child undertakes activities. Absolutely everything in the behavior of the child is merged and rooted in social relations. Thus, the child’s relations with reality are from the start social relations…” (Ivic, p. 3)
Vygotsky’s Educational Theories
Social Cognitive Theory: people are active (and not passive) participants in their education.
Education should be student-centered “Education contains nothing that is external to development” (Ivic, p.
8) Comprehension is a social constructivist process. It provides the
tools a child needs to develop internal processes and intellectual operations
View of the child as a social being The social context of learning: students should be taught within their
zone of proximal development (ZPD) (the level at which students can learn with the support of a more knowledgeable other -MKO)
Learning results from both direct experience and social interaction: “we learn from and with others”: a cooperative and interactive learning environment is essential in fostering students’ full engagement in the classroom
Criticisms
Some argue that his theories are insufficiently developed and operational – for example, “his theoretical arguments are not illustrated or supplemented by appropriate methodology.” (Ivic, p. 9)
While he emphasized the constructive contributions made by society and culture, he “never really managed to work out a critical analysis, in the modern sense, of those institutions.” (Ivic, p. 9)
Those very institutions, if disturbed, may be seriously damaging to individuals overall
He does not pay enough attention to specific teaching methods
Vygotsky rejected the importance of other ways of learning (though non-verbal imitation and self-discovery) (Gunning, p. 6)
Learning Potential
Vygotsky distinguished between students’
actual and potential development
Actual: what the child has learned up to the point of instruction (the level at which he or she is already functioning)
Potential (the goal): what the child is capable of achieving
The Zone of Proximal Development (ZPD)
Between these two levels is the ZPD:
“The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, p. 84).
“Development is more productive if children are exposed to new learning precisely within their proximal zone of development. In this zone and with adult assistance children would be able to assimilate more easily what they would be incapable of assimilating if left to themselves.” (Ivic, p. 10)
Effective educators must create meaningful learning contexts to construct knowledge and build upon what the child already knows
Social Cognitive Theory In the Classroom
Teaching should be directed towards a child’s emerging skills (in the ZPD)
Activate prior knowledge via learning exercises(for example, think-alouds, K-W-Ls) in the anticipatory set of a lesson
Teacher models by example Provide collaborative hand-on
experiences and group activities (authentic tasks that build rigor, relevance, and relationships)
Scaffold to provide support, then release control to student as they demonstrate competence and confidence
Encourage dialogue (between students and teacher and between peers) – create a verbal rich environment
Create an environment of inclusion to foster students’ positive feelings about school and their abilities
Art Ex class with Ms. Mingus (spring 2010), William Fox Elementary (RPS)
The second grade students were learning about economics (History and Social Science SOLs 2.7 – 2.9). My PTA-funded art class expanded the lesson over three extra periods so that students could learn about architecture and community planning as we designed our own Box Cities. All architects and architecture students start their large-scale projects by making models of the buildings they design. Following an introductory discussion of buildings, architectural elements, and community zoning (industrial, residential, commercial, and recreational), each student was assigned a specific building to design and encouraged to talk about the goods and services they provided. These buildings were then created using construction paper and cereal boxes.
Once the buildings were finished, the students had to work together to decide how to plan their city, lay out the streets, and integrate parks and waterways. We then laid out our city and evaluated its strengths and weaknesses. In developing their spatial thinking, observation and drawing skills, and encouraging collaborative dialogue, they began to see that design is everywhere, and good design can make a city great.
The Box City Project: Vygotsky’s Principles in Action
Actual (prior) knowledge: What the children already knew (prior knowledge before beginning project):
History and Social Science SOLs 2.7 – 2.9 [basic economics] Familiarity with commercial activities and buildings as well as urban and
suburban living
ZPD: Students were: Given an introductory overview of urban zoning and architecture Assigned a specific building to design and encouraged to talk about the goods
and services they provided Instructed to design both the interior and exterior of their building and include
pictures of people using the goods and/or services provided within Encouraged to work cooperatively to lay out their city into particular zones once
the buildings were completed Asked to think critically about other businesses and buildings that should be
added to provide essential services to the community Asked to think about where to lay out green spaces and streets within the city
.
Laying it Out: Critical Student-Led Decision Making and Dialogue/Teacher As "Guide on the Side”
Above: the students decided to add a park with a fountain, a farmers market stand, a train and train tracks leading to the train station.
Left: Streets have not been laid out yet, but students decided to incorporate recreational areas: a pond and two playgrounds
Once building were made, students had to lay out their cities and think about zoning
The Box City Project
Potential knowledge: What was learned: Through the lessons, students developed: Collaborative work and dialogue skills Critical thinking skills (summarizing, questioning, clarifying, predicting) Better understanding of architecture and design relative in urban planning and
economic activities Spatial thinking, observation and drawing skills An appreciation of the importance of good design: design is everywhere, and
good design can make a city (and its economy) great
Sources
Gunning, Thomas G. (2010). Literacy Instruction for All Students. 7th ed. New York: Pearson Education, Inc.
Ivic, Ivan. (2000). Lev S. Vygotsky. UNESCO International Bureau of Education. Originally published in Prospects: The Quarterly Review of Comparative Education. Paris, UNESCO: International Bureau of Education, vol. XXIV, no. 3/4, 1994, p. 471 – 485. Retrieved from http://www.ibe. unesco.org/ publications/ThinkersPdf/vygotske.pdf.
Vygotsky, L.S. (1978). Thought and Language. Cambridge, MA: MIT Press.