re-imagining vygotsky, dewey, and freire for -
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Re-Imagining Vygotsky, Dewey, and Freire for English Language Learning
LeAnn G. Putney, Ph.D.University of Nevada, Las Vegas
4505 Maryland Parkway,Las Vegas, NV [email protected]
TESOL, 2010
Boston, MA
March 27, 2010
1:00 – 2:45 p.m.
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Joan Wink, Ph.D.CSU Stanislaus
College of Education1 University CircleTurlock, CA 95382
Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf
Linguistically Diverse Classrooms as Democratic Settings
How do linguistically diverse classrooms become democratic?How can language acquisition in classrooms best be accomplished?What are the roles of teachers and students in linguistically diverse democratic classrooms?
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Activity Charts
KWL– www.joanwink.com– Free to a good home– http://www.joanwink.com/charts/kwl.pdf
Reflective Cycle– www.joanwink.com– Free to a good home– http://www.joanwink.com/scheditems/reflection-
an-overview.pdf
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What we have in common: Language, Literacy, Learning, Life, and Lev
Lev Vygotsky: Three Principal Principles– Thought and Language– Sociocultural Context– Zone of Proximal Development
John Dewey: Democratic Experiential ClassroomPaulo Freire: Reading the Word/World
Wink, J., & Putney, L. G. (2002). A Vision of Vygotsky. Boston, MA: Allyn & Bacon.R
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What do YOU want to know about John/Lev/Paulo
What I KNOW What I WANT to know What I LEARNED
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Constructing Meaning: Dewey
What are some ways that you have created shared meanings and shared experiences in
your classrooms?
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Language and Thought DynamicR
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Student in the Center
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Hot Air Balloon
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Integrating Scientific and Spontaneous Concepts
As spontaneous concepts work upward, they clear a path for scientific concepts to
become realized. Where they intersect defines the ZPD
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Vygotsky Extended: Learning is NOT…
Linear or one-wayLeading only from teacher to studentSimply knowing what the teacher knows
– “For present-day education, it is not so important to teach a certain quantity of knowledge as it is to inculcate the ability to acquire such knowledge and to make use of it.” (Vygotsky, 1997, p. 339)
Wink, J., Putney, L. (2002). Vision of Vygotsky. Boston: Allyn & Bacon.
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Vygotsky Extended: Teaching as an act of Mentoring…
Learning is reciprocal and dynamic– Education is a process of mutual and continuous
adaptation of both camps (teacher/student) (Vygotsky, 1997, p. 349)
A collaborative process– Participants engaged in genuine activity
• Child • Child’s social environment• Teacher as director (Vygotsky, 1997)
Wink, J., Putney, L. (2002). Vision of Vygotsky. Boston: Allyn & Bacon.
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Constructing Meaning: Vygotsky
In what ways do you encourage
meaning making by creating
Zones of Proximal Development?
Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf
Principles from Freire
Reading the WordReading the WorldTo NameTo Reflect CriticallyTo Act
– Freire, P. (1970). Pedagogy of the oppressed. New York: SeaburyPress.
– Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (Patrick Clarke, Trans.). Lanham, MD: Rowman & Littlefield Publishers, Inc.
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Freire: Teaching/Mentoring is NOT…
Paternalistic– Taking control of the life, dreams, and aspirations
of the mentee– Cloning your mentee– Transforming the mentee into the mentor’s worker
• this is exploitative and fundamentally antidemocratic
http://www.joanwink.com/newsletter/news0902-bb1.html
http://www.joanwink.com/newsletter/news0702-freire.html
Freire, P. (1997). A response. In P. Freire & J. Fraser (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire (304-329). New York: Peter Lang.
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Freire: Teaching/Mentoring is…Authentic– teacher does not adopt the role of mentor
Challenging – the student’s creative freedom
• stimulates the construction of the student’s autonomy
A liberatory task– transcends the instructive task
Believing – in total autonomy/freedom/development of the mentee
Freire, P. (1997). A response. In P. Freire & J. Fraser (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire (304-329). New York: Peter Lang.
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Constructing Meaning: Freire
In what ways do you encourage
problem posing in your classroom?
Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf
ExperientialLearning
Interaction of Individuals within
Collective
DialogicClassrooms
Constructing Meaning - Intersubjectivity
Learning and Developmentas Processes
Intersecting Constructs
Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf
Collectively transformative pedagogy
Dewey on Democracy in Classrooms
Freire on Teaching
Vygotsky on Pedagogy
Classroom Classroom Classroom InquiryInquiryInquiry
…as lived experience by making education as lifelike as possible with the educative process being wholehearted purposeful activity that would be consistent with the child’s goals (Dewey, 1916/1966)
• It is not possible to be a teacher without loving teaching (p. 15)
• It is through hearing the learners…that democratic teachers increasingly prepare themselves to be heard by learners (p. 65)
• Interest the students• Thematically interconnect topics• Unfold learning from a new perspective by reviewing, then adding new info
(Vygotsky, 1997) (Freire, 1998)
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3 Perspectives of Pedagogy
The educational process is an active one on three levels:– Student is active– Teacher is active– Environment created between
them is an active one
(Vygotsky, 1997, p.54)
Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf
Nested Pedagogical Orientations
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The Vygotskian Metaphor for WaterR
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