Zones of proximal development vygotsky Harry, Jen, Lisa, Neil

Introduction Explanation of Vygotsky‘s Theory Scaffolding Practical application Interference Conclusion

Zones of Proximal Development "the distance between the actual developmental 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, mind in society, 1978, p. 86). Interaction on a task between competent and less competent person so that eventually the less competent person can do the task independently

Childhood Development Explanation of a single process of self-development Considers the Child as a whole Childhood is split into identifiable age periods Understanding development as a process of formation of new psychological functions Difference between Childs current capabilities, their needs and desires and the demands and possibilities of the environment. Zones of proximal development used to analyse transition from one age period to another by identifying what capabilities the child already has and what functions need to be developed in order to transition to next developmental stage. Not initially a teaching theory for acquiring new skills but a Developmental theory

Educational Model How are new skills acquired What can we do to assist students in acquiring skills Where is the student at now? What is the goal? A steady decline in teacher responsibility for task completion and increase in students

4 Stages 1. Other assisted 2. Self assisted 3. Competent 4. Deautomisation

Scaffolding Means of assisting Modelling 2. Feedback 3. Instructing Modelling- serve as a role model for behaviours Feedback- give a standard to which students can try to attain- encourage internal judgement Instructing- Outline lines, charts, forms that can be used initially but eventually should not be needed Questioning- find out where students need assistance and provide help early. To encourage shared learning Cognitive structuring- concept mapping 4. Questioning 5. Cognitive Structuring

Modelling Serve as a role model Demonstrate an immediate expert modelling if students are struggling in situations that exceed there current knowledge or skills

Feedback Compare to a standard Appraise students Encourage self appraisal “Think aloud” techniques M&M data

Instructing Guided notes Video instruction If instructions are too authoritian – can provoke opposition

Questioning Linguistic means with a response – provokes creativity in the learner Can help assess where learning is needed

Cognitive structuring Belief structures to organize and justify Concept map Grouping and sequencing