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an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers.
Vygotsky, L. (1978) Mind in Society: The Development of Psychological Processes.
The zone of proximal development is the distance between a childs actual developmental level as determined by independent problem solving and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
Vygotsky, L. (1978) Mind in Society: The Development of Psychological Processes.
Performance is self-assisted
Developed from R.G. Tharp and R. Gallimore (1988). Rousing minds to life (pp. 3-39).
Vygotsky-style Classrooms
Activity Settings
Activity settings
Contexts in which collaborative interaction, intersubjectivity, and assisted performance occur - in which teaching occurs
not random determined absolutely by restriction to the context of goaldirected action
arise from the pressures and resources of the larger social system of which the participants are a part can be used as a unit of analysis the who, what, when, where, and why - the small recurrent dramas of everyday life - played on the stages of home, school, community, and workplace
Who
People who can achieve the goal of an action are determined by the goal and the setting makes for the maximum contribution of each individual desirable to the entire group
What
a description of the things that are done a description of how they are done
operations
Ex. Handling of the host during Communion Ex. metacognitive strategy of questioning that assists the child to retrieve from memory the bits of information needed to locate lost shoes
scripts
Ex. Care and feeding of pets Ex. Classroom procedures
When
Activity settings are patterned in time, cannot exist without time they are driven by productive activity, occur as often and for as long as the product requires - when the product is produced or the goal achieved, the scheduled activity should end
Where
Activity settings must have a place to exist best placed where the tools, the materials, or the uses of the product dictate - where the production can best occur much truth in the adage that schools teach no thing, but teach only how to talk about things
Why
Can be described in terms of motivation and meaning
goal for the activity setting usually provides the motivational impetus
if not, contingency management not identical for all members
organizational structures in the minds of individuals and the cultural meaning of the interaction [schemata]
Vygotsky-style Teaching
Therefore the only good kind of instruction is that which marches ahead of development and leads it; it must be aimed not so much at the ripe as at the ripening functions. It remains necessary to determine the lowest threshold at which instruction in, say, arithmetic may begin, since a certain minimal ripeness of junctions is required. But we must consider the upper threshold as well; instruction must be orient toward the future, not the past.
Vygotsky, L. (1962) Thought and Language.
Task Structuring
Modeling
Contingency Management
The process of assisting performance by arranging for rewards or punishments to follow specific behaviors, depending on whether the behaviors are desired.
Feeding-back
This is the process of assisting performance providing performance information that compares a given performance to an established standard.
Instructing
A linguistic process for assisting performance that calls for specific action. Effective instructions are embedded in a context: contingency management, feeding-back, and cognitive structuring.
Questioning
Most characteristic means for assisting performance in formal learning situations. Calls for an active linguistic and cognitive response, provoking creations by the student. Two types of questions
Questions
Cognitive Structuring
An organizing structure for thinking and acting process of organizing the raw stuff of experience structures that organize content and/or functions and refer to like instances most frequently practiced
Vygotsky-Style Assessment
A continuous process that includes the social context of learning and instruction dynamic versus static
Static Assessment
Refers to measuring the students individual performance, what the student has already learned
Dynamic Assessment
Refers to measuring the students assisted performance during collaboration, the students potential development, or what the student is in the process of learning process summarized
DAP cont.
Analyze the learners performance both quantitatively and qualitatively on both product and process
a. Identify the upper limit of the ZPD as expressed by mental age, grade equivalent, reading level, or test score (quantitative) b. Investigate processing strengths and weaknesses and learning style to determine the specific kind of assistance required to obtain optimal performance (qualitative).
Vygotsky Vocabulary
Mediation Concept Scientific Concept Spontaneous Concept Tool Zone of Proximal Development Egocentric Speech
Happy Spring