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Lev Vygotskys Social
Development TheoryGED1053 Cognitive Development
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Lev Vygotsky was born in Russia in 1896.
He died at the young age of 37 fromtuberculosis.
Due to his early death, most of histheories were left undeveloped.
His work in the last 10 years of his lifehas become the foundation of muchresearch and theory in cognitivedevelopment.
Who is Lev Vygotsky?
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Social Interaction InfluencesCognitive Development
Biological and CulturalDevelopment do not occur inIsolation
Language plays a major role inCognitive Development
Overview of Social Development Theory
Focuses on how cultural the values, beliefs,customs, and skills of a social group istransmitted to the next generation.
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Social Interaction
Cooperative dialogues between childern and moreknowledgeable members of society - is necessary forchildren to acquire the ways of thinking and behaving thatmake up of a community culture (Rowe & Wertch, 2002).
Children internalize the features of the dialogue guideown thought and actions and to acquire new skills (Berk &Harris, 2003).
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Engagement between the teacher and student
Physical space and arrangement in learning environment
Meaningful instruction in small or whole groups
Scaffolding/Reciprocal teaching strategies
Zone of Proximal Development
Areas were social interaction can
influence cognitive development
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Language and thinking
Rapid growth of language leads to profound change inthinking.
Social dialogue encourage children to master culturallyimportant tasks.
Children communicate with themselves and otherstransform mental capacities into uniquely human andcognitive processes.
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Children Private Speech (Seemingly) Piaget egocentrics speech declines in favor of
social speech through repeated disagreements with peers. Vygotskyss view foundation for all higher cognitive
processes, including controlled attention, deliberatememorization and recall, categorization, planning, problemsolving, abstract reasoning.
Inner speech - Children speak to themselves forself-guidance
Internal verbal dialogues we carry on while thinking and actingin everyday situation.
Children self-directed speech
With age changing to whispers and silent lips movement
Private speech increase during a challenging activities
Prolong period of private speech in children with learning andbehavior problem.
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What is the Zone of
Proximal Development?
The zone of proximal development is the areaof learning that a more knowledgeable other(MKO) assists the student in developing ahigher level of learning.
The goal is for the MKO to be less involved asthe student develops the necessary skills.
Vygotsky describes it as the distancebetween the actual development level as
determined by independent problem solving
and the level of potential development as
determined through problem solving under
adult guidance or in collaboration with more
capable peers (Vygotsky, 1978).
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How Adult help?Questioningprompting,Suggesting strategies
Intersubjectivity
Process whereby two participants who begin a task with
Different understandings arrive at a shared understanding.
parent-infant mutual gazeExchange ocal and emotional signalsImitationChildren create ZPD for one another
Joint play with objects
Dialogues with peersAffirm playmates message, new ideas
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Scaffolding
Vygotsky definedscaffolding instruction asthe role of teachers andothers in supporting the
learners developmentand providing supportstructures to get to thatnext stage or level
(Raymond, 2000).
Teachers providescaffolds so that thelearner can accomplishcertain tasks they would
otherwise not be able toaccomplish on their own(Bransford, Brown, & Cocking, 2000).
The goal of the educatoris for the student tobecome an independentlearner and problemsolver(Hartman, 2002).
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Motivate thechilds interest in
the task.
Break the taskdown into
manageable steps.
Provide somedirection to keepthe child focused.
Reduce factorsthat causefrustration.
Model and definethe expectations
of the activity.
Scaffolding Strategies
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Reciprocal Teaching
ReciprocalTeaching
Questioning
(Q & A)
Summarizing
(discussion)
Clarifying
(unfamiliar ideas)
Predicting
(upcomingcontent base
on clue)
Reciprocal Teaching is usedto improve a students ability
to learn from text throughthe practice of four skills:summarizing, clarifying,questioning, and predicting.
Peer collaboration withteacher guide
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Use props to illustrate each of the four skills to be
practiced: summarizing, clarifying, questioning, andpredicting.
Have students buddy read and practicing using the
reciprocal strategies.
Reciprocal Strategies
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Cooperative Learning
Cooperative learning is the
instructional use of small groups
so that students work together to
maximize their own and each
other's learning (Johnson, Johnson, & Holubec,
1993).
Within cooperative learning groups
students discuss the material to be
learned with each other, help and
assist each other to understand it, and
encourage each other to work hard.
CooperativeLearning
Teacher ClarifyGoal
Define Role
Facilitate teamactivity
(academic,social skills &
behavior)
AssessStudent
knowledge
Recognitiongroup &
Individualefforts
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Language
Language plays a central role inmental development
Language is the main means bywhich adults transmit informationto children
Language itself becomes a verypowerful tool of intellectualadaptation
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How can we practically
apply Vygotskys theories to
our everyday classrooms?
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Vygotsky and Education
Emphasize on the importance of social context andcollaboration
Accept individual differences
Provide opportunity for students activeparticipation
Teachers guide student learning, tailoring their
intervention to each childs ZPD Make-believe play
Literacy activities
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Physical Arrangement
in the Classroom
Arrange student desks inclusters.
Arrange other work
spaces for peerinstruction, collaboration,and small groupinstruction.
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Lesson Content
Create lessons that engage
student interest and givethem a basis for languagewhen socially interacting.
Use technology and handson activities to furtherengage them in learning.