The document discusses Lev Vygotsky's sociocultural learning theory, including concepts like mediated learning, zone of proximal development (ZPD), scaffolding, and the role of language and psychological tools in development. Mediated learning involves more capable peers or teachers helping learners develop skills within their ZPD through scaffolding and modeling strategies. Vygotsky believed cognitive development depends on social interactions and appropriating cultural tools like language and symbols.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
Socio-cultural perspectives on second language learning faisal khallab
Language Learning In Social TermsTarget language interactions can not be viewed as a source of input for autonomous and internal learning mechanisms.
James Lantolf is the foremost figure advocating the relevance of socio -cultural theory to SLL
Lev Semeonovich Vygotksy & Jean Piaget (Language & Child Development)Mediation and mediated learningLanguage as a tool of taught
Learning is a mediated process
Learning is socially mediated
Face –to- face interaction &shared processes
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental 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.”
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Kozulin - Vygotsky’s Educational Theory in
Cultural context: Chapters 1 & 2
Education Studies 1A, 1B, 2A & other B.Ed. Modules + Life and School
experiences
Doing Learning Analyses
and understanding learning conversations
Motivation and Learning
Theories of learning – Socio-cultural and Vygotskian theory
What adolescent learning is about
Introduction: The challenges of Learning in Senior Phase and FET
2. Lecture aims
Introduce the Vygotskian theory
A) MEDIATED LEARNING
B) PSYCHOLOGICAL TOOLS
C) ZPD
D) SCAFFOLDING
E) THE ROLE OF LANGUAGE AND DEVELOPMENT
Consider the educational implications of Vygotsky’s theory.
4. MEDIATED LEARNING PERSPECTIVE
Vygotsky – mediation model :
Development of higher mental processes depends on
presence of MEDIATING AGENTS in the child’s
interaction with environment.
Mediating agents:
HUMAN MEDIATION
TEACHER MEDIATION
PARENTAL MEDIATION
5. Human mediation
Each psychological function (perception, memory, attention, etc) appears 2x
in development
first in the form of actual interaction between people /
then as an inner internalized form of the function
Wertsch & Stone study (1985) – “copy puzzle” and “model puzzle”:
Transition took place – function moved from interpersonal to intrapersonal
plane
Study established:
a) in interactive situation – children can become involved in more
complex activities than in activities which they master themselves
b) joint activity – the specific functions become appropriated by child
6. Teacher mediation
Modelling, contingency management (praise/critique,
feedback, cognitive structuring ( its on meta-cognitive
level – strategies for organization of student’s work,
etc.) (Tharp & Gallimore, 1988) )
Teacher training is NB for types of mediation and
appropriate techniques for age and subject
7. Rogoff ‘s (1995) three aspects
of mediation:
Apprenticeship – community activity that mediates
socio-cultural patterns to children or adult novices
Guided participation – inter-personal aspect of joint
activity
Appropriation – changes in individual because of their
involvement in mediated activities
8. Strategies of mediation
Means of mediation – examples: strategy modelling,
creation of awareness of use of strategies, adjustment
of presentation to child’s level, transfer of responsibility
to student
Type of mediation – examples: scaffolding in form of
structuration and organization of student’s work,
encouragement, approval
Technique of mediation – examples: more localized
scaffolding inf orm of facilitating the “first step”,
provision of hints etc.
9. Parental mediation
Majority of parents find proper forms of mediation for child
BUT its usually only relevant to everyday life activities
(Wood, 1999)
Shumow study (1997):
Parents strategic control and problem definition
Parents resorted to direct intervention by telling child what to
do (as opposed to teachers who help child to make sense of
problem and encouraging them to solve problem
independently)
10. Maternal verbal guidance (MVG) (Portes
study, 1991):
verbal prompts, cues, closed questions, mother and
child elaboration during and after task, child’s relevant
questions to problem solving
Portes’ core parental mediational techniques relevant
to problem solving revolved around techniques that
promote cognitive strategies that are effective in a wide
range of formal learning situations -
Not every type of parent-child interaction has a
mediational effect
11. Mediated Learning Experiece (MLE)
Feuerstein’s theory of MLE
Quality of mediated learning
depends on following criteria being
met:
Intentionality of interaction
Reciprocity of interaction
Transcendent character of the
interaction (significance beyond
here-and-now)
12. MLE cont.
Mediation of meaning:
Children who receive more MLE
through interaction with parents
become better learners.
Quality of parent’s mediation influences
child’s learning potential rather than
direct performance level (Tzuriel, 1997)
13. Symbolic mediators
Some ancient symbols: casting lots, tying knots,
counting fingers (Vygotsky, 1978)
Cognitive development and learning depend on :
child’s mastery of symbolic mediators
their appropriation
their internalization in the form of inner psychological
tools
14. The acquisition of symbolic
relationships:
requires guided experience – it should be
systematically formed
Thus symbols may remain useless unless the meaning
and as cognitive tools are mediated to the child
Appropriation of symbolic mediators is dependent on
the goal that the teacher/parent sets for it
15. Special conditions for symbolic mediators to become
cognitive tools
Unless a something is mediated to the child as a cognitive
tool/psychological tool, it will not be appropriated/internalized
Reading, writing , maths as narrow technical skills with
limited goal of decoding, memorizing, reproducing texts,
performing basic calculations - will remain as separate
technical skills unless mediated
Example:
Content learning – Rome is capital of Italy
Symbolic tool – Map reading skills as a tool for future
application (it requires mediation)
16. teacher should help child identify
symbolic tools
Symbolic tools derive their meaning from the cultural
conventions that engendered them –
The cultural conventions infuse the symbolic tools with
meaning and purpose
If purpose is poorly mediated, child will not understand
the tool’s instrumental function
Example: purpose of learning a foreign language
17. ZPD
The zone of proximal development (ZPD) has been defined
as "the distance between the actual developmental 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" (Vygotsky, 1978, p. 86).
Lev Vygotsky views interaction with peers as an effective
way of developing skills and strategies. He suggests that
teachers use cooperative learning exercises where less
competent children develop with help from more skillful
peers - within the zone of proximal development.
18. Zone of proximal development
Vygotsky believed that when a
student is in the ZPD for a particular
task, providing the appropriate
assistance will give the student
enough of a "boost" to achieve the
task.
This would allow the child to
develop skills to use on his or her
own to develop higher mental
19. Levels within the zone of proximal development
There are 2
First we have the actual development level.
This is the upper limit of tasks one can perform
independently.
The second level is the level of potential development.
This is the upper limit of tasks that one can perform with
the assistance of a more competent individual.
20. ZPD -SCAFFOLDING
The ZPD has become synonymous in the literature with
the term scaffolding.
Wood et al. (1976, p. 90) offer the following definition of
scaffolding:
'Those elements of the task that are initially beyond the
learner’s capacity, thus permitting him to concentrate
upon and complete only those elements that are within
his range of competence'.
21. Scaffolding Example
First, the teacher should provide clues
about how to proceed through the
problem.
As the child becomes capable of solving
the problem without support, the teacher
gradually removes these clues.
This process is referred to as fading.
22. Role of Language and
Psychological tools
Vygotsky: Culture cannot be separated from learning
Advocated a socio-cultural orientation: Key concept is
PSYCHOLOGICAL TOOLS (symbolic artefacts: signs,
symbols, texts etc) – when INTERNALIZED we make
sense of our natural psychological functions (perception,
memory, attention, etc) because each culture has own set
of psych tools and situations in which it is appropriated
(used)
23. Example:
Literacy is not about decoding
standard text.
Comprehension reaches beyond
meaning of everyday words
It involves an interpretationas
through the use of various sets of
psych tools.
24. Vygotsky’s idea of Cognitive
education
Essence of cognitive education – To provide students
with NEW PSYCHOLOCICAL TOOLS
Cognitive education programs:
Basic cognitive skills for studying all
curricular areas
Higher level cognitive skills for specific
domains eg. maths, science, literature,
etc.
25. The role of language in
cognitive development
For Vygotsky: the role of language is critical in cognitive
development
cognitive development results from an internalization of
language.
thought and language are initially separate systems
from the beginning of life, merging at around three
years of age, producing verbal thought (inner speech).
26. Lower Mental functioning
Vygotsky establishes that there are two types of mental
functions : the lower and the upper.
Lower mental functions: are those with which we are
born, are the natural functions and are genetically
determined.
Behavior derived from lower mental functions is limited;
It is conditioned by what we can do/it is our response to
the environment.
27. Higher mental functions
These functions are acquired and developed through
social interaction.
The higher mental functions are determined by the way
of being of that society: they are culturally mediated.
For Vygotsky, greater social interaction, more
knowledge, more possibilities for action, more robust
mental functions.
28. Typical Question
Discuss how mediated learning experiences can be
used to assist adolescent learners in becoming self-
regulated and emancipated members of the
community. Include in your discussion the role of
scaffolding, ZPD, MLE, psychological tools, and the
relevant aspects of sociocultural theory.