1. TO LEARN THIS IMPORTANT ONLINE CONTENT: Answer the embedded questions—you can write into the slides Follow all links to videos and other content Take the test at the end to see if you understood the content Review ideas and content you did not understand I WILL EXPECT YOU TO LEARN THE IMPORTANT IDEAS ABOUT PIAGET AND VYGOTSKY ON YOUR OWN—MAKE AN APPOINTMENT WITH ME IF YOU DO NOT UNDERSTAND IT. Learn about Lev Vygotsky

2. The Vygotsky Test—see what you know now, see what you know at the end List Vygotsky’s 4 big ideas Explain each of the big ideas in your own words Define: Zone of Proximal Development More knowledgeable others Scaffolds

3. Vygotsky’s Big 4 Ideas Lev Vygotsky, 1896-1934 1.People learn best if their learning is guided by a “more knowledgeable other.” (They don’t learn as well without guidance.) 2.People learn best if they are given challenging tasks that gradually get harder (as long as they have enough guidance during the task.) ZPD idea. 3.Language is really important --Language guides learning because thoughts are in the form of internal language. 4.Culture is a learning tool because a person’s culture helps teachers know how to make learning content and delivery culturally meaningful.

4. PIAGET & VYGOTSKY—Think 4 for both of them 4 BIG IDEAS 4 STAGES of mental skill development

5. IDEA#1 Knowledge is constructed by the learner, (but facilitated by more knowledgeable others.)

6. Idea #1: important terms Co-construction of knowledge Scaffolding (think of constructing a building as a metaphor) Counting demo

7. Idea #2: Important Ideas – Zone of Proximal Development – Formative assessment

8. TOO HARD THE ZONE TOO EASY SCAFFOLDED TEACHING LEVEL OF LEARNING 1. Find out the level of learning for each student 2.Find out what scaffolds work best for each student Formative Assessment used to: New, higher ZPD

9. HOW LEARNING PROGRESSES IN THE ZONE Metacognition helps here (Automatic knowledge)

10. Demonstrating ZPD At your table, come up with a task you might teach, telling how you would make sure the task is within a student’s ZPD. In your demonstration, include the kind of scaffolds you will use. Include at least 2 scaffolds likely to help different kinds of learners. Make sure you show how you will make the task more challenging as the ZPD is raised.

11. IDEA #3 Language is the central tool for learning

12. Idea #3 Important concepts Language guides learning Language moves from external to internal control as people learn(Self-regulation)

13. Language is the tool for learning The language guides our thinking and learning – External language (from self, other, book,etc) – As we progress, language becomes internal – Very well-learned processes are tacit—we are not even aware of the thinking behind the action.

14. Example of Self-regulation, #1 Aaron is 2 and learning what stop lights mean. “Green means go!” “Red means stop!” -Aaron is old enough to drive, and automatically knows to stop when a red is red— doesn’t have to think about it at all.

15. Example of self-regulation, #2 A student has just learned to multiply fractions. What might the student whisper to themselves about this problem? Gradually the student can do the problem without talking Eventually can do automatically

16. Using the Idea of Language Guiding Learning 1.Talk though a problem using language to guide solution. 2.Give a problem and “talk-through” the problem while child watches. 3.Now give child a problem, adult gives prompts, child responds. 4.Child works through novel problem while talking out loud. 5.Child works through novel problem while whispering. 6.Child works novel problem silently.

17. IDEA #4 Learning is strongly influenced by culture Culture:”The set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group,” (Wikkipedia, 2010).

18. 2 General Ways Culture Impacts Learing 1. Culture influences the process of learning—the way learning happens. 2. Culture determines what knowledge is learned. Related term: Culturally Responsive Pedagogy—matching content and process of teaching to culture of learner

19. Culture and learning processes Preferences for oral learning Preferences for social learning and for learning in cooperative groups Cultural differences in the role of questions in learning Cultural differences in beliefs about the role of teachers Cultural differences in valuing different kinds of knowledge. “Hidden rules” of dominant middle-class culture predominates in public schools.

20. Culture and Learning Content How do the unique characteristics of families (linked to cultures of ethnicity, SES, etc) determine what knowledge students have? Examples: – Children of migrant families high knowledge of agriculture – Native American children knowledge/respect for environment – An art teacher using Day of the Dead as a theme for an art project rather than Thanksgiving

21. EXAMPLE: HMONG CULTURE Cultural Processes Cultural Content Story-telling as history No written language Cooperative groups Respect for elders—affects role of teachers Role of mothers and grandmothers Work in ginseng agriculture Importance of tapestries Years in refugee camps

22. The Vygotsky Test—see what you know now, see what you know at the end List Vygotsky’s 4 big ideas Explain each of the big ideas in your own words Define: Zone of Proximal Development More knowledgeable others Scaffolds