Vygotsky

Learning Theories and Integration Models

UNLPam - Practica Educativa II Students: Bessolo, Gabriela & Roldán, Soledad

Two main views on TEACHING and LEARNINGDirected instruction Constructivism Transmitted knowledge

Teacher-directed, systematic and structured

Critics: DI is rigid and teacher-centered

Constructed knowledge

Students participation generates their knowlegde

Critics: Constructivism is inefficient; unstructured and unsystematic

CONSTRUCTIVISMBased on cognitive science Focus on: STUDENT MOTIVATION RELEVANCE OF LEARNING

Prevent: INERT KNOWLEDGE FAILURE IN

TRANSFERENCE

Lev Semyonovich Vygotsky (1896 - 1934)Born in Orsha, Russian Empire, now Belarus.PHILOSOPHER and EDUCATIONAL

PSYCHOLOGIST

Theory characterized by: individual differences personal creativity influence of culture on learning

Main contributions

Cognitive development

Key ideas:SOCIAL DEVELOPMENT

Role of CULTURE and INTERPERSONAL COMMUNICATION

Interaction with SIGNIFICANT PEOPLE

INTERNALIZATION - APPROPIATION

Main contributions Levels of cognitive functioningKey ideas:Adult / Expert – Child / Novice

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

MORE KNOWLEDGEABLE OTHER (MKO)

SCAFFOLDING

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

Describes not the actual but the potential of human cognitive development.

Range of tasks beyond a child’s mastery that can be learned only with guidance/assistance of a more-skilled partner.

MORE KNOWLEDGEABLE OTHER (MKO)

Takes up on the notion of SIGNIFICANT PEOPLE

Must have (or be programmed with) more knowledge about the topic being learned than the learner does

SCAFFOLDINGscaf fold ‧ countable]

1 a structure built next to a wall, for workers to stand on while they build, repair, or paint a building

2 (AmE) a structure that can be moved up and down to help people work on high buildings [= cradle (BrE)]

SCAFFOLDING“Building process”: Identify Ss’s level of development Teach taking into account Ss’s experiences Promote cognitive development

TemporaryIndividualizedFacilitating /Supporting

Goal: independent, self-regulated learner

SCAFFOLDINGMain advantagesMotivates child’s interest

Simplifies the task

Helps the child focus

Reduces frustration and risk

Implications for education1. Intended to develop children’s personalities

2. Should be designed to discover and develop creative potential in each individual

3. Assumes that students master their inner values through some personal activity

4. Teachers direct or guide the individual activities not forcing their will on them

5. Methods for learning correspond to individual development – cannot be uniform.

Implications for technology integration

Models of technology make use of concepts of:

Scaffolding Development of individual’s potential

Graphic examplesReal-life experiences relevant to individual

needs

e.g. Logo (computer programming language), virtual reality.