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.
Zone of Proximal Development
Without mediation, a child will learn quickly at the concrete stage of learning,
Zone of Proximal Development
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.
Zone of Proximal Development
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
Zone of Proximal Development
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.
Zone of Proximal Development
The child will then have to ‘go back’ cognitively (alone or with a mediating adult) to try to fill in those gaps
Zone of Proximal Development
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.
Zone of Proximal Development
Eventually, however, more gaps will occur along with more barriers that are more difficult to surmount.
Zone of Proximal Development
Zone of Proximal Development
With a mediating adult (parent or teacher), however, the child’s learning can be monitored and guided.
Zone of Proximal Development
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.
Zone of Proximal Development
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
Zone of Proximal Development Zone of Proximal Development (ZPD)(ZPD)
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
Dixon-Krauss (1996) p. 19
Zone of Proximal Development Zone of Proximal Development (ZPD)(ZPD)
Internalization
Mediation
Actual development
Potential development
ZPD?
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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…
Dixon-Krauss (1996) p. 10
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
Dixon-Krauss (1996) p. 11
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
What factors related to d/hh children may impede or assist in determining or putting into action these ideas?
Environment & ExperienceContextual issuesIncidental learning opportunitiesCultural commonalities (nursery rhymes or songs, movies, etc.)Protective parentsExtra-curricular participation
Direct and indirect
What factors related to d/hh children may impede or assist in determining or putting into action these ideas?
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