Vygotsky’s Zone of Proximal Development (ZPD)Don MartinEPSY 6304 Cognition and DevelopmentUT-BrownsvilleProfessor Garcia
By PresenterMedia.com
• After attending this lecture and studying• the associated materials the learner will:
• Define the Zone of Proximal Development (ZPD)• Define Problem Based Learning (PBL)• Define Task Centered Learning (TCL)• Define Instructional Scaffolding
Objectives•Zone of Proximal Development
Task Centered Learning – Merrill’s First Principles of Instruction
Problem Based Learning – originated in Medical Schools
• After attending this lecture and studying• the associated materials the learner will:
• Differentiate PBL from TCL• Explain the rationale for using TCL vs. PBL
Objectives•Zone of Proximal Development
Task Centered Learning – Merrill’s First Principles of Instruction
Problem Based Learning – originated in Medical Schools
• After attending this lecture and studying• the assigned materials the learner will:
• Relate the principles of PBL and TCL• Apply ZPD concepts to a classroom situation
Objectives•Zone of Proximal Development
Task Centered Learning – Merrill’s First Principles of Instruction
Problem Based Learning – originated in Medical Schools
• After attending this lecture and studying• the associated materials the learner will:
• Propose a PBL or TCL strategy to optimize learner
effectiveness• Given an objective, devise an appropriate
classroom unit using a PBL or TCL strategy
Objectives•Zone of Proximal Development
Task Centered Learning – Merrill’s First Principles of Instruction
Problem Based Learning – originated in Medical Schools
Definition – Vygotsky (1978): “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. (p. 86).
•Zone of Proximal DevelopmentZPD Definition
• Instructional scaffolding is:• A learning process designed to promote a deeper level of
learning• The support given during the learning process which is tailored
to the needs of the learner• Intended to help the learner achieve his/her learning goals
(Sawyer, 2006)
•Zone of Proximal Development
Scaffolding Definition
• The best and most effective use of instructional scaffolding:• Helps the learner figure out the task at hand on their own • Provides an effective learning environment • Scaffolding = Support• Effective when it contributes to the learning environment• Effective scaffolding is gradually added, then modified, and
finally removed according to the needs of the learner• Instructional scaffolding gradually removed• Scaffolding should never be in place permanently• Goal should be for the student to no longer need scaffolding
•Zone of Proximal Development
Scaffolding, cont.
• A Constructivist approach to learning• Student-centered• Knowledge is socially and individually
constructed• Understanding situated within a specific
context
• A model of teaching and learning• Uses real-world tasks• Constructs learning - cognitive information
processing approach• Tasks are contextualized to subject matter
of class and demonstrated by Facilitator• Tasks may be simple or complex depending
on developmental level of learner and level of instructional content
Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont.
• A Constructivist approach to learning• Learning achieved through problem solving• Learners work in groups• Facilitators (instructors) guide learners as
opposed to teaching them
• A model of teaching and learning• As a task is completed a new task of greater
complexity is introduced. • New content, skills and strategies necessary
to complete the next task are introduced• When the instructor has provided sufficient
scaffolding of the content to provide the learners with necessary tools to complete the task they are given the assignment to complete the task to the best of their abilities.
Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont.
• A Constructivist approach to learning• Problem forms the basis for learning• Group organizes resources and focuses on
problem – stimulates learning• Results in development of problem solving
skills
• A model of teaching and learning• Upon completion of the task the learner is
given a new and more difficult task and the process begins again.
• Each task builds on the previous task in content and complexity.
• Successive tasks may require more knowledge or they may need to be completed with less support from the instructor.
Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont
• A Constructivist approach to learning• Stimulates cognitive process• New knowledge created through self
directed learning• Assists learners in seeing the relevance of
learning to future roles
• A model of teaching and learning• TCL –Utilizes a cognitive apprenticeship
approach• Requires a “Master” (Instructor) and
“Apprentice” (Learner)• Instructor removes scaffolding support as
learner progresses• Tasks become more difficult as skill and
confidence increases
Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont
Problem Based Learning:
Process 1 – Epistemological Influences
Process 2 – Goals
Process 3 – Prescriptions
•Zone of Proximal DevelopmentPBL Characteristics
Task Centered Learning:
Process 1 – Epistemological Influences
Process 2 – Goals
Process 3 – Prescriptions
•Zone of Proximal DevelopmentTCL Characteristics
• Zone of Current Development can be expanded• The potential for the expansion of ZCD is the Zone
of Proximal Development• The interaction between peers in PBL or TCL is one
aspect of learning common to both PBL and TCL• PBL and TCL can be effective forms of scaffolding
in the ZPD• PBL and TCL are very similar and often confused
•Zone of Proximal DevelopmentConclusions
• Working in small groups of 3 to 4 develop a PBL or TCL activity for this course. Answer the following questions:• After a brief small-group discussion and reflection, engage the larger group
of participants in conversation about what you learned. Post your thoughts to the Discussion Board. Ideas for post-viewing questions include:• "What steps did the learners take to work on their project?"• "What curriculum standards did the learners meet through work on their
project?"• "What is the role of the instructor in PBL/TCL?"
•Zone of Proximal DevelopmentActivity
• Francom, G., & Gardner, J. (2013). How task-centered learning differs from problem-based learning: Epistemologies, influences, goals, and prescriptions. Educational Technology Magazine, 53(3), pp. 33-38.
• Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59
• Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on Technology in Education, 40(1), 5–22.
•Zone of Proximal DevelopmentReferences
• Sawyer, R. Keith. (2006). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press
• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Wass, R, Harland, T, & Mercer, A (2011). Scaffolding critical thinking in the Zone of Proximal Development. Higher Education Research and Development, 30(3), 317-328.
•Zone of Proximal DevelopmentReferences
Top Related