Lev Vygotsky

 Learning Theory
 Information Search Process
 Zone of Proximal Development
 Connections

By Susan Thorpe Okey March 6, 2004 L551 IUPUI

Lev Vygotsky

Born in 1896 in Western Russia

 Died in Moscow in 1934
 Author of Thought and Language

A theory of how children learn…

Vygotsky – Learning Theory
Knowledge exists within culture
Language is the most important tool used to transmit
knowledge
Language shapes thought
Language is used to recognize, examine, and solve
problems
Members of a culture collaborate to share knowledge
Language is necessary for learning
Learning precedes cognitive development
Cognitive development is the capacity to learn and solve
problems
Learning Theory Applied to Children
Children learn through social interaction
with others more knowledgeable in three
ways:

Observing and imitating

Receiving instruction and following directions

Working collaboratively within a group

 Vygotsky
Zone of Proximal Development
The difference between what a child can do independently and what
the child needs help from a more knowledgeable person to do is the

Zone of
Proximal
Development
 Four-Stage Model of ZPD

The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988)
This picture is from North Central Regional Educational Laboratory website
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.
 Four-Stage Model of ZPD

S
C
A
F
F
O
L
D
I
N
g

The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988)
This picture is from North Central Regional Educational Laboratory website
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.
 Information Search Process
Identifying the problem and the need for information to solve the
problem

Locating the information in the appropriate source

Analyzing or interpreting the information for usefulness and

accuracy

Synthesizing and organizing the information

Putting the information to use

Evaluating the entire process in terms of the quality and

relevance of the information for a specific need and in terms of
their own skills in the process

This formulation of the ISP is from: Essential Learnings and School Libraries webpage
http://www.learningspace.org/instruct/literacy/ESLSLIBS.HTM#role
 Connection:
Identifying the problem and the need for
information to solve the problem
Increased
Zone of Proximal Development Cognitive
Assistance provided by more capable other Development

Learner TEACHER Learner

Needs help to Conducts classroom lecture Chooses a topic
select a and discussion; gives for which
students
research topic information will
textbook reading assignment
be needed
MEDIA SPECIALIST
Provides worksheet tools and
general information to
increase their general
knowledge and prick their
curiosity.
 Connection:
Locating the information in the appropriate
source
Increased
Cognitive
Development
Zone of Proximal Development
Assistance provided by more capable other

Learner TEACHER Learner

Needs help to & Locates relevant
find relevant MEDIASPECIALIST sources of
sources of Conduct class discussion; information
information dialog with students to
narrow and focus topic;
instruct learners about
available resources
coach learners as they
seek information
 Connection:
Analyzing or interpreting the information for usefulness
and accuracy
Zone of Proximal
Increased
Development Cognitive
Assistance provided by more capable other
Development

Learner TEACHER Learner

Needs help & Evaluates
evaluating MEDIA SPECIALIST information for
information Coach students in usefulness,
techniques for evaluating accuracy, bias,
information; Discuss with and timeliness
individual students the
usefulness, accuracy, bias
and timeliness of their
information
 Connection:
Synthesizing and organizing the information

Increased
Cognitive
Developmen
t
Zone of Proximal Development
Assistance provided by more capable other

Learner TEACHER Learner

Needs help on & Records
note taking, MEDIA SPECIALIST pertinent
recording Instruct learners in ethical information
sources, and use of information; talk without copying
choosing a with learners about their or plagiarizing,
presentation research and the product creates a
format they will create from it. bibliography,
and chooses a
presentation
format
 Connection:
Putting the information to use

Increased
Cognitive
Development
Zone of Proximal Development
Assistance provided by more capable other

Learner TEACHER Learner

Needs help & Creates an
incorporating MEDIA SPECIALIST original
information Discusses research results presentation
gathered from with learners; encourages that reflects in
research into an critical thinking; his own words
original product encourages peer what he has
collaboration learned; shares
presentation
with others.
 Connection:
Evaluating the entire process in terms of the quality and
relevance of the information for a specific need and in terms
of their own skills in the process.
Increased
Cognitive
Development
Zone of Proximal Development
Assistance provided by more capable other

Learner TEACHER & Learner

The research is MEDIA SPECIALIST Reflects on the
finished, the Instruct learners in the research
paper is written, evaluation process; process and
am I done? evaluates students’ product;
performance in mastering evaluates own
the process and producing successes and
a product; evaluates own shortcomings;
teaching performance evaluates
peers;
evaluates
Conclusion

 The knowledge of how to solve information problems

using the inquiry process exists within the school
culture.
 Media specialists and teachers collaborate to shape
the student’s thinking and transmit this knowledge
through spoken, written and visual language
 Media specialists and teachers model the steps of the
inquiry process.
 Media specialists and teachers coach students as
they imitate, learn, become self-sufficient, and
internalize this knowledge.
 Students develop greater capacity to think critically
and solve problems.