Lev Vygotsky developed the theory of constructivism which holds that learning is a social process that occurs through interaction with others. He emphasized that language plays a central role in cognitive development. Vygotsky introduced the concept of the Zone of Proximal Development which refers to the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Scaffolding instruction within the ZPD can help students solve problems and master tasks that they cannot yet do independently.

2. Lev Vygotsky’s
Theory Of
Constructivisam
Presented by
ASWATHY M K
Physical science

3.  Lev Vygotsky was born in Russia in 1896.
 He died at the young age of 37 from
tuberculosis.
 Due to his early death, most of his
theories were left undeveloped.
 His work in the last 10 years of his life
has become the foundation of much
research and theory in cognitive
development.
Who is Lev Vygotsky?

4. In Constructivist view learning as a
social process.
According to them, learning is an
interaction between the learner and
the learning enviornment.
The learner uses his previous
knowledge to interpret and
construct new knowledges.
Constructivist theory emphasis is on
how a learner construct knowledge.

5. Constructivisam Underlines the
decisive role of language in learning
that occurs in social situations.
Language facilitates interactions
among members of a group.
As children pay and interest with
others at home and school, they
develop specific models of
communication, expression and
explanation

6. One of the major contributions of
the famous psychologist is the
concept of ZPD(ZONE OF PROXIMAL
DEVELOPMENT). According to
Vygotsky everyone has a coginitive
structure.

7. What is the Zone of
Proximal Development?
The zone of proximal development is
the gap between actual development
level as determined by independent
problem solving and the level of
potential development as determined
through problem solving under adult
guidance or in collaboration with more
capable peers

8.  It is the level of development
that the learner has already
reached at a given time. It is the
level at which the learner is
capable solving problems
independently at a given time
1. Level of actual development

9. It is the level that the learner
is capable of reaching under
the guidance of teachers or
in collaboration with peers.
2. Level of potential
development

11. Vygotsky belived that when a student is
at ZPD for a particular task, providing the
appropriate assiatance ( scaffolding ) will
give the student. Once the student with
the benefit of scafolding masters the
task, the scafolding can be then removed
and the student will then be able to
complete the task again on his own.

12. Scaffolding
Vygotsky defined scaffolding instruction
as the “role of teachers and others in
supporting the learners development
and providing support structures to get
to that next stage or level”

13. Scaffolding techniques are Considered
fundamental to effective teaching. In
order for learning to progress, scaffolds
should be gradualy removed as
instruction continuoes, so that students
will eventually be able to do task on their
own independently. There are several
stategies for scaffolding.
Scaffolding strategies

14. 1. Activate prior knowledge
2. Arouse student interest in the
subject.
3. Break a complex task into easily
attainable step.
4. Show example of the desired
outcome before student to do
the task
5. Prompt student answers.

15. 6. Model the thought process through,
think aloud talk.
7. Offer hints or partial solutions to
problems.
8. Facilitate student engagement and
participation.
9. Use audio visual aids.
10. Encourage co-operate learning.
11. Facilitate independent reading and
writing activities

16.  It provides individualised instruction.
 It facilitate efficiency.
 It engages the learner
 It motivates the learner to learn.
 It minimises the frustration for the
learner
 It increases knowledge.
 It facilitate independent learning.
Advantages of scaffolding

17. Vygotsky’s theories our
classroomsclassroom,
teacher, procedure of
learning

18. Unlike the behaviourist class which starts
with a pre designed curriculam, the
constructivist class starts with students
knowledge and experience base. The
enviornment is democratic, activities are
interactive and learner centered. The
typical atmosphere in the constructivist
classroom allows learner to be free,
active.
Classroom

19. Teacher is a facilitator. She facilitate
knowledge construction. She is a guide
and encourages the learner. She clarifies
pupil’s doubts. She consider individual
difference among learners. She inspires
the pupils. Teacher is one of many
resources for students.
Teacher

20. The teacher presents problems which are
realistically complex and personally
meaningful. Then she creates group
learning activities. Later she models and
guide, the knowledge construction
process. Monotoring and evaluating
throughout the process.
Procedure of teaching

21. Language
 Language plays a central role in mental
development
 Language is the main means by which
adults transmit information to children

22. Physical Arrangement
in the Classroom
 Arrange student desks in
clusters.
 Arrange other work
spaces for peer
instruction, collaboration,
and small group
instruction.

23.  Learning depends on what the learner
already knows.
 New ideas occur as we change our old
ideas.
 It encourages learning.
 Student centredness.
 Interaction with learning enviornment is
stressed.
Features of constructivism theory

24.  Learner autonomy.
 Well organized classroom.
 Group activity is considered important.
 Curriculam includes projects,
assignments, field trips, seminars etc.
 Teacher is a guide.
 It uses scaffolding to facilitate learner’s
progress.
 It encourages co operative learning and
healthy competition.

25.  It consumes more time.
 It requires highly competent teachers.
 It places higher demands in learners.
 Starting the class from the knowledge
base of the learners is difficult in a class.
Limitations of constructivisam theory