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Presentation on Social Constructivism-- Lev Vygotsky

Presentation on Social Constructivism-- Lev Vygotsky

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  • Beginning course details and/or books/materials needed for a class/project.
  • Beginning course details and/or books/materials needed for a class/project.
  • Conclusion to course, lecture, et al.
  • Introductory notes.
  • Introductory notes.
  • Luria influences Oliver Sacks – who later writes about cognitive learning in patients – which would become the movie “Awakenings”.
  • Introductory notes.
  • Introductory notes.
  • Introductory notes.
  • Introductory notes.
  • Introductory notes.
  • Relative vocabulary list.
  • Objectives for instruction and expected results and/or skills developed from learning.
  • Objectives for instruction and expected results and/or skills developed from learning.
  • Objectives for instruction and expected results and/or skills developed from learning.
  • Objectives for instruction and expected results and/or skills developed from learning.
  • Objectives for instruction and expected results and/or skills developed from learning.
  • Objectives for instruction and expected results and/or skills developed from learning.
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  • An opportunity for questions and discussions.
  • An opportunity for questions and discussions.

Transcript

  • 1. LEV VYGOTSKY SOCIAL CONSTRUCTIVISM Ghadeer Abedladi & Natalie Dunn ED 611 – Theories of Teaching and Learning – Sp 2014
  • 2. Agenda
  • 3. Biography  Born 1896 in Orsha, Belrus  Admitted to Moscow State University through “Jewish Lottery”  Studied law, medicine, history, philosophy, and graduated in 1917.  Begin his career as a researcher at Psychological Institute in Moscow in 1924 completing his dissertation in 1925.
  • 4. Biography  From 1925 to 1934, he wrote 6 books on psychology .  Tragically he died of tuberculosis at the age of 37.
  • 5. Lev Vygotsky Major Works  The Psychology of Art, 1925  Consciousness as a problem in the Psychology of Behavior, 1925  Educational Psychology, 1926  Historical meaning of the crisis in Psychology, 1927  The Socialist altercation of Man, 1930  Primitive Man and his Behavior, c. 1930  Mind and Society, 1930
  • 6. Influenced by  Jean Piaget  Karl Marx & Russian Revolution  Ivan Pavlov
  • 7. Russian Revolution & Marxism Influences Political Views of Marx and Lenin stressed society over the individual Emphasis of learning in social settings Shared ownership and responsibilities from both the learner and teacher. As a result, it was forbidden to discuss, reprint, or distribute any of Vygotsky’s writings.
  • 8. Vygotsky’s Influences Evald Ilyenkov (Marxist Theorist) Alexander Luria (founder of the Vygotsky Circle) Vygotsky Circle
  • 9. Vygotsky Circle A group of psychologists, education researchers, medical specialists, and neuroscientists. This group contributed to intergrating science of mind, brain, and behavior in their cultural development. Heavily influenced through cultural changes in Russia and Germany.
  • 10. View of Knowledge • Children will construct their own knowledge. • Language plays a central role in mental development.
  • 11. Vygotsky’s Quotes on Child’s Play “In play, a child is always above his average age, above his daily behavior, in play, its as though he were a head taller than himself.”
  • 12. Vygotsky’s Quotes on Language “ The child begins to perceive the world not only through his [or her] eyes but also through his [or her] speech.”
  • 13. Vygotsky’s Body of Work o Has a relatively short career focused on three subject areas: o Child Development o Developmental Psychology o Educational Philosophy
  • 14. Vygotsky’s Quotes on Learning “ What a child can do in co-operation today he can do alone tomorrow.”
  • 15. View of Learner 15  Vygotsky`s beliefs in social learning are the coat- tails that a great deal of his theories ride upon.  Vygostky`s investigations have shown that thought and speech,”are, on the contrary, delicate, changeable relations between processes, which arise during the development of verbal thought.”  Thus, our thinking and speaking are not static. Instead, they are active interactions that constantly change and develop, when coupled with socio- cultural-historical encounters.
  • 16. Role of the Teacher  Works as a guide or coach when assisting the student.  Creates small and large group activities or learning projects.  Does not provide the correct answers  The teacher helps and supports learner as they struggle with tasks.
  • 17. How does Learning Occurs?  Suggested that learning takes place through the interactions students have with their peers, teachers, and other experts.  Learning emerges from social interaction not from independent study.  The use of play assists in learning.
  • 18. What does Vygotsky’s Theory look like? 18
  • 19. Educational Philosophy Key Terms  Scaffolding  Zone of Proximal Development  Guided Participation  More Knowledgeable Other (MKO)
  • 20. Scaffolding  Is a method of changing the level of support in which assistance is adjusted to fit a child’s current abilities and needs.
  • 21. Guided Participation  Is a method of explaining complex learning material.  Assistance can be physical or mental from either teachers, other adults, or peers.
  • 22. More Knowledgeable Other  Is generally known as MKOs.  can be an adult or a peer helping the learner through scaffolding or “climb” through their learning.
  • 23. Zone of Proximal Development  is the difference between what a learner can do without help and what he or she can do with help.
  • 24. Appropriate Teaching Methods Show and Tell Tap Into Prior Knowledge Give them time to Talk Pre-teach Vocabulary Pause, Ask Questions, Pause, Review Try Something New
  • 25. Criticisms of Vygotsky’s Theory  Overly optimistic  Informal research methods  Impractical practices
  • 26. Now Let’s Putting it together
  • 27. Debrief # 1 Why was Vygotsky considered an enemy of the Soviet Union? Why is Vygotsky considered a Social Constructivist?  How are you motivated to learn in a Vygotsky classroom?
  • 28. 28 Lesson Plan
  • 29. 29 Week 3 Let’s Just Cook
  • 30. Parfaits, Parfaits, Parfaits 30
  • 31. The Basic Parfait Recipe Yogurt – Plain, Greek, or Probotics (2 cups) Fruit: Blueberries, Strawberries (1 cup) Crunch: Granola , Cereals, Croutons (2 teaspoons) Container: Wine glasses, plasticware
  • 32. Debrief # 2 32  Do you think we apply Vygostky`s theory in the lesson? How?  Which technique was effective during the lesson?
  • 33. Bibliography Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Vygotsky, L.S. (1962) Thought and Language. Cambridge, MA: MIT Press (Original work published in 1934) Neff, Linda S. "Lev Vygotsky and Social Learning Theories." Educational Technology 547 Learning Theories Website. Linda S. Neff, n.d. Web. 09 Apr. 2014. Hannum, Wallace. "Lev Vygotsky's Theory." Www.theoryfundamentals.com/vygotsky.htm. Wallace Hannum, n.d. Web. 16 Apr. 2014. Lev Vygotsky (1896-1934). (2013, September 17). Retrieved April 15, 2014, from http%3A%2F%2Fwww.goodtherapy.org%2Ffamous-psychologists%2Flev- vygotsky.html Moll, Luis C. (2013). L.S. Vygotsky and Education. Retrieved from http:// www.eblib.com McLeod, S. (2007). Lev Vygotsky. Retrieved April 14, 2014, from http%3A%2F%2Fwww.simplypsychology.org%2Fvygotsky.html McLeod, S. (2010). Zone of Proximal Development. Retrieved April 14, 2014, from http%3A%2F%2Fwww.simplypsychology.org%2FZone-of-Proximal-Development.html