Social Constructivist Theory - Vygotsky LGA 3013 Week 3

Lev Semenovich VygotskyBorn in 1896 in the Soviet UnionEducated as a lawyer and philologist (to study written records and determining authenticity and meaning)Began career as psychologist in 1917 Died of tuberculosis in 1934His works were finally available to U.S. in 1958

Vygotskys Social Constructivist TheorySocial Constructivist theory - a relatively new theory that has positively influenced educational practices in the last 50 years.Social constructivism - essentially a theory about how people socially construct knowledge.

Vygotskys Social Constructivist TheoryVygotsky theory is unique, in that unlike Piaget, he believed that learningcould notbe separated from social context. He argued that all cognitive function begins as a product of social interactions and that learning was not simply assimilated but a collaborative process.

Vygotskys Social Constructivist TheoryEmphasizes the influences of cultural and social contexts in learning Supports a discovery model of learningTeacher has active roleStudents mental abilities develop naturally through paths of discovery

Vygotskys AssumptionsMaking Meaning- The community plays a central role, and people around the student greatly affect his/her worldviewTools for Cognitive Development- including important adults to the student, culture and languagePlay is very important activity for learning, as it leads to abstract thought, which later lead to higher mental functionsLearning takes place when meaningful, appropriate situations are provided

School - the perfect place to begin cultivating students social interaction & learning through modelling appropriate social & academic skills. The individuals emotional connection to his/her social community. Collaborative learning - encourages students to develop team building skills & to understand how individual learning is related to the success of group learning (exemplified in the use of heterogeneous groupings where less competent students develop with help from more skillful peers).

Vygotskys theory included three major themesThe three major themes include elements that can often be observed in todays classrooms.Social InteractionMore Knowledgeable Other (MKO)Zone of Proximal Development (ZPD)

Social Interactionsuggests that Social interaction plays as a fundamental role in the development of cognition.This is evident in classrooms where students can be observed working cooperatively together. Vygotsky viewed interaction of peers as an effective way of developing skills and strategies. E.g.: i) cooperative learning when pupils encourage one another by listening & editing their partners writing ii) when doing tasks involving learning, exploring & understanding each others culture,

More Knowledgeable Other (MKO)The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. Teacher as coach is an increasingly more common phrase used in education.

More Knowledgeable Other (MKO)Collaborative learning - seen as a process of peer interaction that is mediated & structured by the teacher. The teacher does less direct instruction and more facilitation of learning by first, briefly introducing and clarifying new concepts and information and then linking the new information to previously learned material. Next, the teacher encourages students to learn experientially through discussion, hands on activities and additional peer collaboration.

More Knowledgeable Other (MKO) Reciprocal Teaching is another application of Vygotskys theory used to support student reading and their understanding of the text. Teacher and students collaborate in learning and practising four key skills: summarizing, questioning, clarifying and predicting until the student gains a higher level of proficiency or independence in the task.

Zone of Proximal Development (ZPD)According to Vygotsky, learning also occurs in the ZPD. Vygotsky distinguished between two levels of learning, the first level (blue area) is the actuallevel of development that the learner has already reached and the level at which the learner is capable of solving problems independently. The second level is that ofpotentialdevelopment referred to as(ZPD)(purple area). This is the level of learning which students are capable of reaching under the guidance of teachers or in collaboration with peers.

Zone of Proximal Development (ZPD)ZPD is considered to be the distance between a students ability to perform a task under adult guidance and/or with peer collaboration and the students ability to solve problems independently.What I can do with helpWhat I cant doWhat I can doZone of Proximal Development

Zone of Proximal Development (ZPD) Problem Solving Skills Determined by those skills or tasks performed independently by the studentThose that cannot be performed even with helpThose that fall between the two extremes, the tasks that can be performed with help from othersThis concept can enable the teacher to help the child obtain his/her optimum level.Theoretically, the child with a larger zone of proximal development will do much better in school

Zone of Proximal Development (ZPD)An essential part of ZPD is the use of scaffolding. Common elements of scaffolding include: task definition, direct or indirect instruction, specification and sequencing of activities, and the provision of appropriate materials. Scaffolding may include assistance with planning, organising, doing and/or reflecting on the specific task.

Zone of Proximal Development (ZPD)A model of scaffolding is evident when teachers share their enthusiasm for the unit topic, explaining the concepts and ideas verbally; using pictures to illustrate ideas, and providing key vocabulary terms that are related to the topic. The sharing of ideas fulfills the students' need to reach ahead for motivation and inspiration, and the diagramming and vocabulary provide support for those who may have language processing difficulties.

Zone of Proximal Development (ZPD)As a result of Vygotskys social constructivist theory, educational practices and student learning have been enhanced. Children appear to enjoy learning more as they are more actively involved, rather than passive listeners.

Zone of Proximal Development (ZPD)Constructivism also promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas.Students learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Learning activities are grounded in an authentic, real-world context that stimulates and engages students.

Implications for TeachingTeachers facilitate an understanding of how children and adults learn and what psychological , environmental or cognitive factors can be addressed for optimum learningNeed activity-based ideas and methods which are meaningful in the context of the learnerObservational learning, or modelling by the teacher or peers can affect behaviorAction-oriented, problem-solving approach is used

Adapted from:Insights into Social Constructivist Theory by Cathy Drew at http://www.aisr.org/school/newsflash/402-insights-into-social-constructivist-theory.html

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