vYGOTSKY'S SOCIOCULTURAL THEORY
concept
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Lev Vygotsky
Lev Vygotsky's theory reveals that there are no stages to cognitive development. Vygotsky (1962) emphasizes that knowledge is co-constructed; individuals construct their own knowledge. His theory highlights how culture and social interactions guide cognitive development, which is considered a social constructivist approach. Vygotsky stressed that cognitive development involves learning to use innovations of society, such as mathematical systems. Thus, according to one's culture, individuals might learn how to count with a computer and beads in another. Based on Vygotsky's theory, adolescent's interaction with more-skilled individuals is crucial to their cognitive development (Gauvain, 2011). With this interaction adolescents use the information learned to help them adapt and be successful in their culture. Therefore this is relevant to healthy adolescent development.
One key concept Vygotsky discusses is zone of proximal development (ZPD). The ZPD refers to the range of tasks that are too difficult for an individual to conquer on their own, but can be mastered with the guidance of individuals more-skilled (2.1). Therefore, the lower level of the ZPD refers to a level at which adolescents work independently to problem solve. The upper level of the ZPD refers to the level of thinking the adolescent can accept with assistance of an instructor (Levykh, 2008). Along with the ZPD, scaffolding takes place. Scaffolding is where an individual starts out with full assistance and then receives less assistance as they get better. This allows adolescents to learn not only what they can do on their own, but what they can do with a little help.
One key concept Vygotsky discusses is zone of proximal development (ZPD). The ZPD refers to the range of tasks that are too difficult for an individual to conquer on their own, but can be mastered with the guidance of individuals more-skilled (2.1). Therefore, the lower level of the ZPD refers to a level at which adolescents work independently to problem solve. The upper level of the ZPD refers to the level of thinking the adolescent can accept with assistance of an instructor (Levykh, 2008). Along with the ZPD, scaffolding takes place. Scaffolding is where an individual starts out with full assistance and then receives less assistance as they get better. This allows adolescents to learn not only what they can do on their own, but what they can do with a little help.
classroom
There are a few different ways Vygotsky's sociocultural theory can be applied in a classroom, but one effective way for a math environment is through Vygotsky's zone of proximal development/scaffolding. Scaffolding could be used in a math classroom by pairing stronger math students with students that are still learning. For example, the math teacher could conduct formative assessments to identify student's strengths and weaknesses. The assessments could be given out weekly to see where the students are and to see which students need more assistance.
The assessments could be given every Friday to see how well the students understand that week's lessons. After the math teacher reviewed how well the students did, the teacher could pair the stronger students with the students that are still learning. The teacher could give the students review problems from the previous week and allow the students to work with their partners. This would allow the stronger students to scaffold the learner through their zone of proximal development as they master the math concept. Not only does this give the stronger students a chance to help scaffold the learners, but it gives students a chance to ask the teacher any questions they might have.
The assessments could be given every Friday to see how well the students understand that week's lessons. After the math teacher reviewed how well the students did, the teacher could pair the stronger students with the students that are still learning. The teacher could give the students review problems from the previous week and allow the students to work with their partners. This would allow the stronger students to scaffold the learner through their zone of proximal development as they master the math concept. Not only does this give the stronger students a chance to help scaffold the learners, but it gives students a chance to ask the teacher any questions they might have.