Please enable JavaScript.
Coggle requires JavaScript to display documents.
Lev Vygotsky (died with his theory incomplete) believed that learning is…
Lev Vygotsky (died with his theory incomplete) believed that learning is what drives development in a child's thought process. SOCIAL CONSTRUCTIVISM, or the Sociocultural Theory of cognitive development.
-
Elementary Mental Functions: Attention, Sensation, Perception, and Memory.
-
Challenges mediated by an adult are situations in which children can develop. These challenges, however, must be foundin the zone of proximal development (not too easy, not too difficult).
Internalization: children's ability to take things outside of themselves, and make those things part of their thought process. (norms, religious beliefs, motivations)
Since children aren't exactly born with a point of view they judge themselves by the ones they observe and experience.
Bloom's Taxonomy:how does it play into this? Cognitive, Affective, Psychomotor.
Lower order thinking activities don't help us achieve the same level of comprehension as higher order activities.
-
Create/ Evaluate, Analyze/ Apply, Understand, Remember.
New information should be taught using lower-order styles. As they learn more, they'll be more able to use this information to achieve higher-order learning goals. (Maybe I should look at the standards and see which ones are higher order, and which ones may be lower order).
DIFFERENTIATION: incorporating differences into your teaching program. "Responsive teaching," instead of trying to use one method for everyone. Content needs to be taught individually to ensure understanding. Teachers can "actively plan for students differences so that all students can best learn."
Research has found positive results in differentiation in schools. The technique helps higher performing students stay challenged in a mixed-ability classroom.
How do we do it? 1. Focus on the essential ideas and skills, instead of creating activities. 2. Acknowledge and cater to individual student differences. 3. Students can be grouped based on a variety of attributes. 4. Use assessment frequently. Adjust for the results you see in assessments.
Try to involve the things that form a student's thought process to help them understand more. Their parents can help in this, by practicing these skills at home and applying them in home-life. "Culturally Responsive Teaching." An important part of this process might be visiting the student's family in the home.
PLAY: Bygotsky believed that play (and role-playing especially) was a great opportunity for children to practice the rules and practices they observe in adults.
-
Fantasy play is way in which students can fulfill their needs. It helps them feel in control of the situation.
-
A boy pretending to be injured and waiting for help is practicing self-regulation by dedicating himself to the part.
- Learning and development is a social, collaborative activity. 2. The ZPD can serve as a guide for curricular and lesson planning. 3. School learning should occur in a meaningful context. 4. Relate out-of-school experience to the child's school experience.
I thought this was an interesting image. I don't know if it's wholly accurate to Vygotsky's idea of play, but the implication of it is that anything outside of our comfort zone is a learning experience, which sounds pretty Vygotskian to me.
