Constructivism theory good - Vygotsky pptx

Constructivism - Vygotsky

1. Constructivism - Vygotsky Tanner & Wenmin

2. Agenda A Warm-up Discussion (5 mins.) Synthesis of Two Articles (60 mins.) Activity (15 mins.)

3. Figure 1 Retrieved from: http://www.sci-techuniverse.com/2013/03/which-came-first-chicken-or-egg.html What do you think came first?

4. Learning Development Figure 1: retrieved from: http://www.sci-techuniverse.com/2013/03/which-came-first-chicken-or-egg.html Figure 3: retrieved from: https://en.wikipedia.org/wiki/Lev_Vygotsky What do you think came first? Figure 2: retrieved from: http://braungardt.trialectics.com/sciences/psychology/piaget/

5. Moving beyond science A majority of the research on Constructivism has centered around the sciences and mathematics. Does Constructivism belong in your field? Why or why not?

6. A Sociocultural Theory -- Vygotskian Framework Individual development, including higher mental functioning, has its origins in social sources; Human action, on both the social and individual planes, is mediated by tools and signs; The first two themes are best examined through genetic, or developmental, analysis. -- John- Ste iner & Mahn, 1996, p.192

7. A Sociocultural Theory -- Vygotskian Framework Individual development, including higher mental functioning, has its origins in social sources ; Human action, on both the social and individual planes, is mediated by tools and signs; The first two themes are best examined through genetic, or developmental, analysis. -- John- Ste iner & Mahn, 1996, p.192

8. Social sources of individual development “Every function in the cultural development of the child comes on the stage twice, first, in the social, and later in the psychological, first, in relations between people as an interpsychological category, afterwards within the child as an intrapsychological category. ... All higher psychological functions are internalized relationships of the social kind, and constitute the social structure of personality.” -- John- Steiner & Mahn , 1996, p.192 What do you understand the terms interpsychological and intrapsychological ? Give an example for both. Do you agree or disagree Vygotsky’s idea that interpsychological category comes first and then intrapsychological category? Why or why not?

9. A Sociocultural Theory -- Vygotskian Framework Individual development, including higher mental functioning, has its origins in social sources; Human action, on both the social and individual planes, is mediated by tools and signs ; The first two themes are best examined through genetic, or developmental, analysis. -- John- Steiner & Mahn, 1996, p.192

10. Semiotic mediation in human development Semiotic mediation : “mediate social and individual functioning and connect the external and the internal” in order to “knowledge coconstruction ” -- John- Steiner & Mahn , 1996, p. 192 “Psychological tools are not invented by the individuals in isolation. They are products of sociocultural evolution to which individuals have access by being actively engaged in the practices of their communities.” -- John- Steiner & Mahn , 1996, p. 193 What types of semiotic mediation have you used/seen in the instruction of your discipline? What implications does Vygotsky’s theory have on teaching ELLs?

11. “Vygotskian approach to instruction would rely more on language as a tool to support and promote thinking, using it as a means to stimulate pupils to reflect and explain in order to understand how their experiences and their context-bound knowledge fit into a larger system. While Piaget is said to have proposed that children might learn more if the teacher were in one room and the pupils in another, Vygotsky assigned a central and essential role to the teacher.” - - Ann C. Howe, p. 46 What are your thoughts? ?

12. A Sociocultural Theory -- Vygotskian Framework Individual development, including higher mental functioning, has its origins in social sources; Human action, on both the social and individual planes, is mediated by tools and signs; The first two themes are best examined through genetic , or developmental, analysis . -- John- Steiner & Mahn, 1996, p.192

13. Genetic analysis Learning is culturally and socially shaped. The dynamic relation between changing and stable features of phenomena and the ways in which these are integrated in different contexts. “NO universal schema represents the dynamic relation between external and internal aspect of development”. -- John- Steiner & Mahn , 1996, p. 194 Functional system : Dynamic psychological systems in which diverse internal and external processes are coordinated and integrated

14. Vygotsky’s Methodological Approach Dialectical Method Constantly changing according to the situation Synthesizes contradictions Internalization “A complex process of transmission, transformation, and synthesis in the construction of knowledge” -- John- Steiner & Mahn, 1996, p. 196

15. Sociocultural Educational Research and Practice ZPD Collaboration research Spontaneous and scientific concepts Literacy Acquisition

16. Sociocultural Educational Research and Practice ZPD Collaboration research Spontaneous and scientific concepts Literacy Acquisition

17. ZPD Figure 4: retrieved from:https://en.wikipedia.org/wiki/Zone_of_proximal_development

18. ZPD “…instruction … was not for Vygotsky a one-way activity but a true collaboration between teacher and child in which the teacher guides, directs and encourages the child’s activity. Instruction is neither didactic nor left up to the children’s ability to discover for themselves; it is based on active involvement of all participants.” - - Ann C. Howe, p. 38

19. ZPD “Moll and Whitmore (1993) who argue that definitions and assumptions about the zone of proximal development, as well as about other aspects of Vygotskian theory, have focused too narrowly on a specific learning goal and outcome and that a broader sociocultural view is more in keeping with the thrust of Vygotsky's work.” - - Ann C. Howe, p. 42 How do we broaden our focus on the ZPD?

20. Sociocultural Educational Research and Practice ZPD Collaboration research Spontaneous and scientific concepts Literacy Acquisition

21. Collaboration Research Four patterns of collaboration: Distributed vs Integrative : Exchange of information is featured vs Development of shared ideologies Complimentary vs Family: Clear divisions of labor vs Integration of expertise

22. Collaboration Research Figure 1. Phases of the developmental research cycle (John-Steiner & Mahn, 1996, p. 200)

23. Sociocultural Educational Research and Practice ZPD Collaboration research Spontaneous and scientific concepts Literacy Acquisition

24. Spontaneous and Scientific Concepts “Analyzing how students learn, as well as acknowledging and attempting to understand the culturally conditioned knowledge they bring to the classroom, can help lead to effective teaching” -- John- Steiner & Mahn , p. 202 What are some ways in which you can use students’ culturally conditioned knowledge to enhance their learning?

25. Sociocultural Educational Research and Practice ZPD Collaboration research Spontaneous and scientific concepts Literacy Acquisition

26. Literacy Acquisition Relations between literacy and cognitive development Literacy can be acquired independently of formal education, but Literacy has effects on cognitive development

27. “It is time to broaden our vision of how children learn science and to incorporate a sociocultural perspective, derived from Vygotsky’s work but not constrained by it, in research, teaching, and curriculum development.” - - Ann C. Howe, p. 49 What does the author mean by this?

28. Activity: Vygotsky vs. Piaget Compare and contrast Vygotsky’s and Piaget’s theories with your neighbor. VS

29. Activity: Vygotsky vs. Piaget “...Mathematical learning … is a process of individual construction and enculturation…” -- Howe, 1996, p. 47

30. Implications Provide a deeper understanding of both possibilities for and the problematic nature of educational reform Shape educational institution to deliver instruction that meets the need of all students Further study the dynamics of collaboration and the interdependence of individual and social processes

31. The Conceptual change model “…each child comes to school with misconceptions or alternative frameworks about natural phenomena, and that these misconceptions need to be elicited and then challenged by providing new information through demonstration, experimentation, or other means in order to induce cognitive conflict that will lead the child to recognize inconsistencies and then reconcile them through accepting a more logical and general concept.” vs. “a model that accepted a Vygotskian view of the development of concepts in science would accept children’s ideas as a starting point with a view to helping them expand their knowledge, learn to use it more flexibly, apply it to more situations and, eventually, integrate it into a system of broader, more inclusive concepts.” - - Ann C. Howe, p. 47

32. Contextualized vs. Decontextualized What benefits have you seen of contextualization in the classroom? Should decontextualized concepts ever be used? Why or why not?

33. References John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist , 31 (3/4), 191-206. Howe, A.C. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80 (1), 35–51.