CHDV 343 (11)

EDUCATIONAL IMPLICATIONS OF

VYGOSKY’S THEORY

Implications of Vygotsky’s Ideas

1. Present challenging tasks within the context of collaborative , cooperative activities (mixed ability groups, mixed-aged groups), and group work activities. (p. 323)

2. Scaffold Children’s efforts: (i) demonstrate complex tasks and encourage imitation, (ii) divide the complex task into simpler parts, (iii) provide a structure, a set of steps, guidelines, (iv) give frequent feedback.

3. Present problems in the Zone of Proximal development (scaffolding and dialogue methods)

4.Provide opportunities for authentic activities (video, performances, newspapers, etc.). Allan Collins (2006) has suggested that school knowledge has become too specialized and removed from the world beyond school.

5.The Importance of Play and its role in learning.

Constructivism Views of Learning

Grounded in the research of Piaget and Vygotsky.

Both theories agree on two central ideas: 1. Learners are active in constructing their own

knowledge.

2.Social interactions are important in this knowledge construction process. (p. 311)

Emphasizes the active role of the learner in building understanding and making sense of information.

COMMON ELEMENTS OF CONSTRUCTIVISM

KNOWLEDGE IN USE (critical thinking, inquiry, self-determination, active problem solving).

CHILD-CENTERED EDUCATION (STUDENT

CENTERED)

LEARNING BY DISCOVERY

These elements can be applied to all subjects in a curriculum (from science, to math to English).

The 5 Conditions of Learning For Child-Centered Teaching

1. Embed Learning in complex, realistic, and relevant learning environments.

2. Provide for social negotiation and shared responsibility as part of learning.

3. Support multiple perspectives and use multiple representations of content.

4. Nurture self-awareness.

5. Encourage ownership in learning.

See page 314

Constructivist and Social Constructivist Perspectives

Piaget

Children benefit only from experiences that they can relate to what they already know.

(accommodation occurs only when it is accompanied by some degree of assimilation).

Psychological/Individual /Cognitive Constructivism

Vygotsky

Children benefit from experiences that they can relate to with the help of a more knowledgeable partner.

(Teach at the Zone of Proximal Development).

Socio/Cultural Constructivism

INQUIRY LEARNING PROBLEM BASED LEARNING

TEACHER : presents a question, problem, an interesting event.

STUDENT :formulates hypotheses, collects data, draws conclusions, reflects.

AIM: To learn content and process of knowledge. (p. 317)

AN INDIVIDUAL or A COLLABORATIVE PROCESS

A realistic problem is presented that does not necessarily have a “right” answer. Instead several solutions are encouraged

A DIFFERENT CURRICULUM APPROACH.

A DIFFERENT PROCESS OF LEARNING.

TEACHER/PUPILS ROLE CHANGES IN SIGNIFICANT WAYS.

Teaching Approaches that put the student at the center

Examples of Problem-Based Learning

Current affairs, pollution, students conflicts, etc.

“Cathie’s elementary class learned about the Alaskan oil spill. She brought a newspaper article to class that sequenced in logbook fashion the events of the oil spill in Prince William Sound. To prepare her students to understand the article, she had her students participate in several background building experiences. First, they used a world map, an encyclopedia, and library books to gather and share relevant information. Next, she simulated an oil spill by coating an object with oil. By then, the class was eager to read the article.” (p.318)

Cognitive Apprenticeship –Reciprocal Teaching

Cooperative Learning

A relationship in which a less experienced learner acquires knowledge under the guidance of an expert.

1. S.observe an expert, 2. S.get external support, 3. S. receive conceptual scaffolding, 4. S. articulate and reflect, 5. S. are required to explore new ways to apply knowledge. P. 321

Situations where elaboration, interpretation, explanation and argumentation are integral to the learning activity.

Teaching Approaches that put the student at the center