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Sociocultural Theory in Reading
Sociocultural theory, based on the work of Lev Vygotsky, emphasizes the role of social interaction, the more knowledgeable other, and the zone of proximal development (ZPD) in learning. The ZPD is defined as the space where sensitive instruction can significantly enhance a child's development with guidance from peers or adults. Key educational practices include scaffolding, reciprocal teaching, and leveraging family and community resources to support student learning.
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Sociocultural Theory in Reading
- 1. SocioculturalTheory principles Lev Vygotsky MA. JOVELYNR. CANENET MAT - English
- 2. Sociocultural theory grewfrom the work of influential psychologist Lev Vygotsky, who believed that parents, caregivers, peers, and the culture at large were responsible for developing higher order functions.
- 3. 3 main principles •Social Interaction • The More Knowledgeable Other • Zone of Proximal Development
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- 7. ZONE OF PROXIMALDEVELOPMENT (ZPD) "the distance between the 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" (Vygotsky, 1978).
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- 9. Zoneof proximaldevelopment Vygotsky sees theZPD as the area where the most sensitive instruction or guidance should be given, allowing the child to develop skills they will then use on their own, developing higher mental functions. (zpd)
- 10. Zoneof proximaldevelopment AN EXAMPLEWOULD BE READING A BOOK WITH A CHILD. • They are reading the words of the book out loud to you as you follow along. • They come across a word that in unfamiliar to them and ask for help. • Instead of directly telling them the word, show them pictures of ask them questions about what they just read. • They will figure the word out on their own and come to understand what the word means on their own. • They will later learn to do it themselves first before asking for help. (zpd)
- 11. Two Features ofzpd SCAFFOLDING Appropriate assistance given by the teacher to assist the learner accomplish a task.
- 12. Two Features ofzpd SCAFFOLDING Requires that an instructor shows example how to solve a problem, while controlling the learning environment so that students can take things step by step expanding their knowledge without excessive frustration.
- 13. Two Features ofzpd RECIPROCAL TEACHING A highly successful teaching method, it provides an environment of open dialogue between student and teacher which goes beyond a simple question and answer session.
- 14. INTO THE CLASSROOM •Peer to peer • Parents/family • Community
- 15. Teacher’s Role: Identify goalsthat students need to meet and what work needs to be accomplished. Provide higher level of assistance than peers who are able demonstrate understanding.
- 16. Teacher’s Role: Use theresource of family to help students attain their educational goals. Use these members as the more competent individuals to assist the students, thereby increasing their ZPD. Again, this fits into Vygotsky’s theory because it utilizes the student’s strongest connection, that of family, to create scaffolding that the student can build on to meet the identified goals. For ELLs, they are also able to learn in their primary language.
- 17. • Bringing communitymembers into the class introduces students to a larger “family” than what they find when they go home. • Accomplishes many of the same objectives as formal family members, but provides extra scaffolding. • Introduces students to new ways of thinking and problem solving Teacher’s Role: The same as utilizing formal family members.
- 18. 1) Children constructtheir knowledge. 2) Development cannot be separated from its social context. 3) Learning is mediated. 4) Language plays a central role in mental development.
- 19. CONCLUSION Sociocultural theoryconsiders learning as a semiotic process where participation in socially-mediated activities is essential. Social interaction emphasized that effective learning happens through participation in social activities, making the social context of learning crucial. Vgotsky theory was important in education since these works provide tools for the development of individuals learning.
- 20. REFERENCES http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborati velearning/Vygotsky.pdf https://www.simplypsychology.org/Zone-of-Proximal- Development.html https://www.verywell.com/what-is-sociocultural-theory-2795088 © 2017
Editor's Notes
- #2 Sociocultural theory focuses not only how adults and peers influence individual learning, but also on how cultural beliefs and attitudes impact how instruction and learning take place.
- #7 This individual is someone who has a higher level of knowledge than the learner. It is the more knowledgeable other who provides the critical guidance and instruction during the sensitive learning period. While a child might not yet be capable of doing something on their own, they are able to perform the task with the assistance of a skilled instructor.
- #8 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #9 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #10 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #11 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #12 When children are in this zone of proximal development, providing them with the appropriate assistance and tools, which he referred to as scaffolding, gives the student what they need to accomplish the new task or skill. Eventually, the scaffolding can be removed and the student will be able to complete the task independently.
- #13 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #14 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #15 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #16 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #17 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #18 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #19 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #20 For example: Teachers, Other adults, Advanced students, sometimes even computers.
- #21 For example: Teachers, Other adults, Advanced students, sometimes even computers.