vygotsky const web
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What separates humans from animals?
What separates advanced societies from primitivesocieties?
What separates advanced cognition from basic
cognition? That is, what makes us smart?
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Vygotsky awakes our eyes
to the powerful role ofculture and community inlearning. His theory
presents the radical ideathat our very thought andintelligence is really not our
own. Its the product ofhistory and culture.
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Mediated Activity
(Help us do mental work--
So I call them mental tools)(Help us do physical work)
Signs Tools
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Vygotskys Basic Concepts
Cultures createmental toolswhichtransform our mental work just likephysical tools transform our physical
work.
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Vygotskys Basic Concepts
As weinternalizethese tools we becomesmarter (i.e., we develophigherpsychological processes).
Language is the mother of all mental tools.Piagetsvs.Vygotskys
views on the relationship between thought and language
.
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Vygotskys Basic Concepts
We internalize these tools as we work in ourZone of Proximal Development(ZPD).
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 adultguidance or in collaboration with more capable
others (Vygotsky, Mind in Society, p. !".
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#$%
Tasks I cannot do
even with help
Tasks I can doonlywith help
Tasks I can do all
by myself
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Use abstractlanguage
Use language
Babble
#$%
#$%
What mental tool has
been internalized?
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Vygotskys Basic Concepts
Learning (internalization of tools) occurs mostnaturally and efficiently when we participate in
authentic, social activities.
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Vygotsky in a Nutshell
The mental tools of our culture are what make ussmart. We acquire these mental tools best throughmeaningful participation in authentic, social activities.The ZPD describes how we learn from others as weparticipate in social activity.
Overall, learning is a process ofenculturation.
Human learning presupposes a specificsocial nature and a process by which childrengrow into the intellectual life of those aroundthem (Vygotsky, Mind in Society, p. 88)
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&earning as a process of
'nculturation Think about a group or clique you were a part
of in high school.
What were some of the defining qualities of thisgroup? What look did you need to have?
!ow did you need to talk?
What unique values did the group have?
What activities did you engage in?
!ow did you learn to be a part of this group andadopt these qualities?
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(ndividual and Social
)onstructivism Individual: individuals construct meaning out
of what they already know and through theirinteractions with the environment.
Social:"roups or cultures construct meaningtogether out of what the group or culturealready knows and e#periences.
$ygotsky%s e#tension& 'ndividuals constructmeaning through their interaction with others (i.e.,they internali)e the meaning constructed by thegroup or culture as they become enculturated*.
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(nstructional Models *ased on
Vygotsky and Social )onstructivism Cognitive Apprenticeship model
+odeling
caffolding and -ading /roviding support so that students can complete some
task they couldn%t do alone. Then gradually removing the
support as students gain competence. 'n other words,
help student progress through their 0/1.
2uthentic 2ctivity 3eal world
4omple#
+eaningful
ocial
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(nstructional Models *ased on
Vygotsky and Social )onstructivism Examples of the Cognitive
Apprenticeship model:
3eciprocal Teaching
'mmersion approach in foreign language
instruction.
cience apprenticeships
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How would the teacher education
program be different if it were basedon an apprenticeship model (i.e., ifthe whole thing was like an extendedstudent teaching assignment)?What would be theadvantaesdisadvantaes?
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(nstructional Models *ased on
Vygotsky and Social )onstructivismCommunity of Learners
Joint problem solving
Student directed inquiry
Dialogue
Everyone not learning the same things
Note: This is a collaborative form ofproblem-based learning. Hence, it fits with
both individual and social constructivism.
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(nstructional Models *ased on
Vygotsky and Social )onstructivismExamples of the Community ofLearners model:
Our motivation project.
Deborah Balls constructivist mathinstruction.
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%iversity
What are some of the educational
implications of $ygotsky%s belief that our
thought and intelligence comes fromour society and culture (through the
internali)ation of culturally constructed
mental tools*?
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Some implications
+ust take the sociocultural conte#t into account& 4ultural norms, attitudes, beliefs
4ultural knowledge bases
4ultural forms of language use
/ower and politics
+ust be aware of cultural mismatch (mental tools ofhome culture don%t match up with mental toolsrequired in school*.
5#ample& types of questions used at home vs. school(6rice7!eath*.
5#ample& use of talk7story in 8ative !awaiian culture.
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[Back toVygotskysbasic concepts.]
8ote&
-ormal thought is internali)ed language9
language comes from society9 hence themind is a product of society.
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%iscussion +uestions from the
,ringe :arl +ar# said that religion is the opium
of the masses. +ore recently,
+innesota governor and e#7pro wrestler;esse $entura said that religion is for
the weak minded. Would $ygotsky
agree? What about /iaget?
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