Theories of Learning- Quiz (2) Vgotsky

Terms/Definitions, MKO, ZPD, Co-constructed, Scaffolding, Internalisation, Socio-dramatic play, Assisted Learning, Private/Inner/Social Speech

Co-constructed learning

Problem solving by students while also finding solutions and working collaboratively. In partners or groups they are ‘co-constructing.’ The aim of the exercise is built by all members of the group.

·       Cultural tools-

Solid objects, tools and physical accessories help people brainstorm, determine solutions and establish understanding while constructing knowledge.

This can be symbol tools like numbers, sign language, physical tools such as computers, scales and pens and  then conceptual tools such as science models, theories, art and literature.

Scaffolding-

Critical support growing understanding and solving problems/finding solutions.

A supportive foundation given by teachers to learners while they start to perform a task.

Support is given when a task is begun, especially to one which may not be solved for without additional help. The challenge must stretch thinking but also be solvable.

  More knowledgeable other (MKO)- -

Act as mentors, knowledgeable peers and teachers who hold higher understanding of the content.
-Stretches learners slightly passed where they should be or encourages more learning.

Zone of proximal development (ZPD)

The present level of independence or assistance a person requires.

The area (zone) they are in.

Is the area in between assistance and individual unassisted work.

-The one of proximal development specifies functions that have not yet matured in a learner but are in the moment in the process of maturing, reaching maturity. (Vygotsky, 1978, pp. 86-87)

-The problems the child is on the brink/edge of solving for.

·       Social speech

- Group work with other peers, other students. Selected group work (with other members who don’t know as much or know a lot more.

·       Private speech -

Softly spoken speech, help guide their actions (memorisation) Phrases become internalised and will speak to themselves/use in sentences.

·       Inner speech-

Speech that happens internally to oneself. In the head.

       Internalisation-x3

· The conversion of process from external through to internal. The process transports the thinking and actions displayed.

Challenging problems can be spoken out loud and then it can become internal (not spoken overtime.)

External can enable the educators to provide more understanding to learners when they are unsure and highlight the working out process.

Sociodramatic play-

-Imaginative play students can interact in.

Learners can pretend to be skilled at something they have not yet mastered or fully understand.

It Aids in understanding of cultural tool usage. Symbolic thinking and representation is grown in the process.

·       Assisted Learning-

-Teachers need to go beyond arranging and laying out an environment that is enticing to learners.

Students may not and should not have to re-discover knowledge from their own culture. Support is used to guide and communicated through different language.

(e.g. the text highlights only a select group of students is introduced to natural disasters.)

Concept of cultural capital

The access individuals have to the tools of their culture.

Responsibility model

Intersubjectivity (Vygotsky)

A process where children collaboratively co-construct understandings.

Importance of Language in socio-dramatic play:

Language is central to sociodramatic play, allowing children to negotiate roles, scenarios, and actions, thereby enhancing their linguistic abilities.

MKO Role in Inner Speech:

The MKO's interaction with the learner models complex cognitive processes that the learner internalises as inner speech.

What is NOT a stage in the gradual release of responsibility model?

Direct instruction only

Psychological tools in Vygotskys Theory:

Tools that include language, art, and symbols used to mediate thinking.

What is the role of language in Vygotsky's theory of co-constructed learning?

It is crucial for thought and the internalisation of knowledge through social interaction.

What does Vygotsky's social constructivist view emphasise about children's learning?

Children actively use their environment and culture to develop skills.

Children actively use their environment and culture to develop skills.

Contingency

Why are cultural tools important?

They mediate the relationship between the individual and the social environment, facilitating the process of learning and cognitive development.