ZPD,+Mediation,+and+Scaffolding+PILI

ZPD, Mediation, ZPD, Mediation, Scaffolding, Scaffolding, LearningLearning…… How do they relate?How do they relate?

Claudia M. Pagliaro, Ph.D.Claudia M. Pagliaro, Ph.D.Michigan State University Michigan State University

CEP 859 CEP 859 -- PILI PILI Summer, 2010Summer, 2010

3 Levels of Learning Level 1: Concrete (primary)

Level 2: Communication (secondary)

Level 3: Inner/Self thought (secondary)

SchemataAn organization of related concepts (schema) connected by propertiesPersonalChanging

AssimilationAccommodation

Function:Integrates existing knowledgeTool for future learningMakes understanding possible

Constructivism PhilosophyKnowledge consists of schemata or past constructions built through assimilation and accommodationLearning is a process of invention, integration, and manipulation – NOT accumulation

Active cognitive involvementProblem solvingConnectionReasoningCommunication/Reflection

The Vygotskian Perspective

Zone of Proximal DevelopmentMediationInner speech Internalization

Zone of Proximal Development Zone of Proximal Development (ZPD)(ZPD)

The difference between what students can accomplish independently and what they can achieve in conjunction or collaboration with another, more competent person (adult or peer).

Dixon-Krauss (1996) pp. 14-15

Zone of Proximal Development

“Place” at which the child is independent in their learning.

“Place” at which the child is incapable of learning despite extensive mediation.

Amount of mediation necessary to

assist the child in learning.


Without mediation, a child will learn quickly at the concrete stage of learning,


Without mediation, a child will learn quickly at the concrete stage of learning, but will slow down as concepts become more complex and more abstract.


Without mediation, a child will learn quickly at the concrete stage of learning, but will slow down as concepts become more complex and more abstract. Eventually, gaps in the child’s understanding will occur


Without mediation, a child will learn quickly at the concrete stage of learning, but will slow down as concepts become more complex and more abstract. Eventually, gaps in the child’s understanding will occur and because of those gaps, barriers to learning will become present.


The child will then have to ‘go back’ cognitively (alone or with a mediating adult) to try to fill in those gaps


The child will then have to ‘go back’ cognitively (alone or with a mediating adult) to try to fill in those gaps and if successful, remove the learning barrier.

This may, however, cause the child to be delayed in his/her learning.


Eventually, however, more gaps will occur along with more barriers that are more difficult to surmount.



With a mediating adult (parent or teacher), however, the child’s learning can be monitored and guided.


The mediating adult, however, must be careful not to mediate too far above the child’s ability. If so, there is still a risk of gaps and barriers forming.


If, however, the mediating adult remains just ahead of the child’s independent knowledge, guiding the child to learn more challenging concepts and modifying his/her mediation according to the child’s needs, the child will continue to learn and create a strong foundation for future concepts.

Feuerstein & Rand,1997

• Creating Learning Environments (Intentionality/Reciprocity)– Encourage engagement with the environment

• Ex. Initiating communication, responding, focusing attention

• Connecting Learning Environments (Transcendence/Meaning)– Make connections; demonstrate curiosity

• Ex. Questioning, explaining, comparing, referring to time

• Creating Lifelong Learners (Competence/Regulation of Behavior)– Encourage self-control & self-esteem; reinforce positive

learning behaviors; deter impulsivity• Ex. Planning, praising, prudency

Three Types of Mediation


Internalization

Mediation

Actual development

Potential development

ZPD?

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Developed by: Garate, 2002

Semiotic MediationRefers to the adult’s shifts in language that provide responses or directives to the child

These directives guide the child in creating understanding of the task and figuring out how to solve the learning problem at hand.

As the learning activity proceeds and the child gains more control, the adult’s responses move from very explicit directives to hints and suggestions.

Finally, the child is able to perform the learning task independently without any adult support.

Dixon-Krauss (1996) p. 15

L e v e l

2

ScaffoldingScaffoldingThe teacher (or adult) structures a learning task and provides directives and clues. The child actively participates in a learning task with guidance and support from the teacher.

As the child’s capacities increase, the teacher (or adult) reduces her directives and support – moving the child along within the ZPD



Internalization

Mediation

Actual development

Potential development

ZPD?

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?

?

?

?

?

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?

?

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Developed by: Garate, 2002

Assessment

Reflection Instruction

Match? Match?

Match?

GOAL???GOAL???

Internalization

The progressive transfer from external social activity mediated by signs (i.e., symbols) to internal control.

Otherwise known as…


Inner Inner ““SpeechSpeech””The soundless language of thought

The psychological tool for structuring and controlling thinking as well as mentally regulating actions

Self thought; internal mediation


L e v e l

3

A Quote from Vygotsky A Quote from Vygotsky ……

“What the child can do in cooperation today he can do alone

tomorrow. Therefore the only good kind of instruction is that which

marches ahead of development and leads it...”

Questions???

Young Young SpartySparty

So…

What factors related to d/hh

children

may impede or assist in determining or putting into

action these ideas?

What factors related to d/hh children may impede or assist in determining or putting into action these ideas?

LanguageChild, parents, peers, teachers, other adults

Impact on language acquisition (L1 and L2)Impact on mediationImpact on learning (level 2 … and 3)

Assessments – formal and informalValidityReliabilityAssessor/administrator


Environment & ExperienceContextual issuesIncidental learning opportunitiesCultural commonalities (nursery rhymes or songs, movies, etc.)Protective parentsExtra-curricular participation

Direct and indirect


Inconsistent levels of developmentGaps in knowledgeProcess only learning (e.g., learning how to multiply, not the concept of multiplication)High content area, low reading levels (e.g., 8th grade science concepts; 3rd grade reading level)

So…

Why are ZPD, mediation, and scaffolding such

important concepts in the education of d/hh

students?

Why are ZPD, mediation, and scaffolding such important concepts in the education of d/hh students?

Because d/hh students are NOT hearing kids who simply cannot hear, they should not be instructed as such. D/HH students come to us with their own unique language, experiences, knowledge, etc., making ZPD so crucial (individualized instruction) and perhaps mediation/scaffolding so difficult, but necessary

Questions???

Young Young SpartySparty

ZPD,+Mediation,+and+Scaffolding+PILI

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