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For legitimate peripheral participation- CLICK ON THE PICTURE TO FOLLOW THIS LINK

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Situated Cognition Theory & Legitimate Peripheral Participation | Educreations

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Educreations is a community where anyone can teach what they know and learn what they don't. Our software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web.

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authentic lesson and authentic assessment

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authentic lesson and authentic assessment

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Rather than isolating one certain concept or skill, authentic lessons seek to simulate real life. Tasks are often community-based and involve ill-structured problems, so as to require several skills at once to analyze. One example of this approach is having students organize an experiment. In doing so, they must employ data collection skills, track sources of error, and understand the purpose of control vs. experimental groups. Inevitably the experiment will have unanticipated imperfections, which will only help students learn. (Jacob Hankin)

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(REMEMBER TO USE THEORY HERE, NOT JUST COMMON SENSE)

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Are information processing theories and sociocultural theories diametrically opposed, or can they be reconciled? I see the main difference between them as where knowledge exists. IP theorists see knowledge as external and programmed into a learner's memory. SC theorists see knowledge as developed within a culture along the community arc. Where would an IP theorists say their set "facts" of knowledge come from? Development within communities, or some other source? (Jacob Hankin)
THE I.P. THEORISTS, LIKE THE BEHAVIORAL THEORISTS SEE KNOWLEDGE AS AN OBJECTIVE PICTURE OF REALITY.  THUS, THEY WOULD SEE KNOWLEDGE AS SOMETHING WE "RECOGNIZE" OR ACQUIRE INFORMATION ABOUT. (nmb)

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This is an aspect of the epistemology of sociocultural theorists. Rather than conceiving knowledge as fixed, they believe it must be gathered through
collaboration between individuals as well as a variety of sources. Learning, therefore, requires mediation between these different thinkers and materials. (Jacob Hankin)

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This is how Bruner's Spiral Curriculum actually works. In order to bridge the space between actual and potential knowledge of the learner, the instructor must bring the subject matter to the learner's level. The instructor connects new material to prior knowledge and the appropriate mode of representation (enactive, iconic, or symbolic). (Jacob Hankin)

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Remember! A MKO does not have to be an adult!

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Remember! A MKO does not have to be an adult!

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MKO= More Knowledgeable Other Example: Two children are playing a game. One child has played the game several times. The second child has never played the game before. The first child is the MKO because that child has a better understanding of the game than the second child. (SG)
YES, GOOD.  WHAT ELSE MIGHT VYGOTSKY SAY WOULD MAKE THE FIRST CHILD A MKO? (nmb)

[Is it because the first child has more experience, interaction and discovery? DR]
YES, GOOD, DESMOND, THOUGH HE WOULD CREDIT YOUR MIDDLE CHARACTERISTIC THE MOST. WE ALL, HE SAID, FIRST AND FOREMOST, MUST INTERACT WITH MKOs WHO TRANSMIT (some) THE IDEAS AND TOOL USE OF A CULTURE BUT (even more important) MODEL THE PSYCHOLOGICAL TOOLS--THE THINKING, VALUES, BELIEFS, WAYS OF BEING AS WELL. (nmb)

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The role of the teacher is to set up/ create a controlled, well thought out, and intentional learning environment that allow for students to problem solve; as well as allowing socio -cognitive conflict to take place. Bruner describes it as preparing the education and school for the learner. (DR)   YES, GOOD, DESMOND.  I HOPE EVERYONE NOTICES HERE HOW MUCH BRUNER SOUNDS LIKE PIAGET WHO DID INFLUENCE HIM.  I WONDER IF ANYONE CAN ADD MORE HERE THAT WILL ALSO SHOW BRUNER'S INFLUENCE BY VYGOTSKY. (nmb)

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(from Bruner) Role of culture in education

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(from Bruner) Role of culture in education

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Bruner argued that "basic internal human capabilities and culturally invented technologies interact to allow the acquisitions about the knowledge of their environment."(Jones)Learning should be to establish, what Bruner calls, " culture creation skills" such as sharing , discovery, invention and negotiation.  (Jones)
Education should be used to aid students to negotiate and understand within their cultural environment. (DR) YES, VERY GOOD, DESMOND. AGAIN, NOTICE HOW MUCH THIS SOUNDS LIKE VYGOTSKY. (nmb)

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(from Bruner) Discovery Learning (What is Piaget's influence; what is Vygotsky's influence?)

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(from Bruner) Discovery Learning (What is Piaget's influence; what is Vygotsky's influence?)

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"Requiring a carefully planned structured environment encompassing activities such as focusing on problem solving, presenting contrasting events that cause cognitive conflict, providing guided practice, and encouraging reflection" (P.59). By utilizing such well planned and structured activities in the classroom, Brunner theorized students essentially discover relationships and connections in the surrounding environment. To its core, this thought process is an interactive learning style. Teachers are presenting a problem, situation, or conflict to their students (even a simple math problem) and the students are to work their way through it with guided practice (that is another area the teacher comes in). Piaget theorized that children need to be "little scientists" in order to have discovery happen for themselves, because development leads to learning. Vygotsky theorized learning leads to development and from the social interactions occurring between environment, culture, and people (spontaneous knowledge). (Jessie Menz). YOU HAVE A LOT OF VERY GOOD THEORETICAL INFORMATION HERE, JESSIE. CAN YOU--OR ONE OF YOUR CLASSMATES--TIE IT TOGETHER? THAT IS, TELL WHICH OF VYGOTSKY'S IDEAS ARE INFLUENCING BRUNER AND EXACTLY WHERE THAT IS AND WHICH OF PIAGET'S AND EXACTLY WHERE THAT IS? (NMB)

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teaching a concept several times while increasing the difficulty in three stages (enactive, iconic, and symbolic) corresponding with age and developmental abilities. For example: Kindergarteners learn about setting. When the same students learn about setting in first grade the settings can be more challenging because they are developmentally ready for more rigor. (SG)
THIS IS A GOOD START, SAM.  I AM NOT SURE THAT BRUNER WOULD NECESSARILY TALK ABOUT INCREASING "DIFFICULTY" AS MUCH AS HE WOULD TALK ABOUT INCREASING THE COMPLEXITY OF THE CONCEPTS THAT YOU ARE TEACHING (remember that Bruner was a cognitive scientist first, so he would be thinking about precise elaboration here). USING THIS IDEA AS A GUIDE, CAN YOU OR ONE OF YOUR CLASSMATES GIVE A MORE SPECIFIC EXAMPLE (OR MAKE YOURS MORE SPECIFIC? (nmb)

Teaching curricula in a sequential fashion like how a spiral is formed. In this fashion connections between content and previously learned materials and current materials are formed. He theorized this would negate the problem of transference. The need to revisit the basics would also have to occur in order to continuously build on them in order to make sure the student(s) have the full understanding of the material. (Jessie Menz). An example could be in Math when learning multiplication  and division. Going back and revisiting addition and subtraction to expand out the concept would be the basic building blocks.  GOOD ADDITIONS HERE, JESSIE, AND VERY GOOD EXAMPLE. (nmb)

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Making the school ready for the learner by creating a learning environment that heavily relies on or offers one of the modes of representation such as enactive(movement), iconic (images), and symbolic (language/numbers)(DR)

I want to add on to what Desmond said above. The instruction must also take prior knowledge into consideration. This can take the form of the teacher deliberately connect new material to student schema. The opposite of this would be an inflexible curriculum that ignores prior knowledge or culturally relevant presentation opportunities (Jacob Hankin)

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(from Bruner) Modes of Representation (Also, can someone contrast with Piaget's stage theory?)

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(from Bruner) Modes of Representation (Also, can someone contrast with Piaget's stage theory?)

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Bruner theorized that humans understand the world in three ways called Modes of Representation. Bruner's three ways of processing or thinking, in regards to information and learning are  1) Enactive representation-muscle memory/ learned from birth (ex: babies learning to hold their baby bottle); 2) Iconic  mode information that is encoded/ remembering using mental images or pictures (ex: use of the five senses to remember)-;  and 3) Symbolic mode- a way of remembering by using symbols (ex: mathematical codes/ signs such as +,-,x,/). (DR)  GOOD, DESMOND.  I JUST WANT TO ADD ANOTHER EXAMPLE TO YOUR SECOND CATEGORY--THE ENACTIVE MODE.  FOR STUDENTS WHO CAN USE THE ENACTIVE MODE, THE TEACHER WOULD PROBABLY USE A LOT OF HANDS ON WORK (HENCE THE USE OF THE 5 SENSES THAT YOU MENTION), BUT ALSO HE/SHE WOULD USE LOTS OF MAPS, DIAGRAMS, PICTURES--AND ASK THE STUDENTS TO PRODUCE THEM AS WELL. (NMB)

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Comparison/Contrast of Vygotsky and Piaget

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Comparison/Contrast of Vygotsky and Piaget

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An example I found helpful in class was a collegiate parallel. Piaget would be a big proponent of prerequisite courses being taken to prepare the student for more challenging and focused electives. Vygotsky, on the other hand, would be a fan of liberal arts institutions and flexible curricula tailored to the student's interests. Instead of assigning tedious pre-reqs to hammer basic skills home, Vygotsky would invite students to challenging electives right away. In these electives, the professor would scaffold so that the students receive just-in-time instruction. In this latter approach, students are coached up to hit the ground running in their specific field, while Piagetian scholars would have more detailed understanding of foundational knowledge in the discipline. (Jacob Hankin)

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"The process in which learning partners negotiate a mutual understanding of the task and how to proceed with its solution" (p.46).   (jessie Menz)

This involves the MKO deliberately adjusting his/her perspective to fit the lens of the learner. Basically, the learning process is a robust dialogue between teacher and student, rather than a one-way lecture or free-roaming student exploration. (Jacob Hankin)

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Tacit assumptions about learning and development, according to Vygotsky and the NeoVygotskians

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Tacit assumptions about learning and development, according to Vygotsky and the NeoVygotskians

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the distance between actual development and potential development. In the 1990’s “life-long learning” because a term from this concept. ZPD will be larger or smaller depending on the student’s ability to grasp the particular concept being learned. Scaffolding is done in the ZPD. (SG)

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(from Vygotsky, but the name comes from Bruner) Scaffolding

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(from Vygotsky, but the name comes from Bruner) Scaffolding

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Scaffolding is just in time instruction (knowing what and when to scaffold) provided by the MKO in the ZPD. (SG)

I agree with Sam here. With just in time instruction you as the teacher are constantly asking "what can I supply when the student needs it?" "How do I supply it?" Formative assessment is how you supply whatever scaffolding is needed for your students. Formative assessment must occur constantly in
in the classroom, with constantly assessing your kids. This way you are able to see the growth being made. (Jessie Menz).
EXCELLENT INFORMATION, SAM AND JESSIE, BUT NEITHER ONE OF YOU REALLY TELL US EXACTLY WHAT SCAFFOLDING IS! (nmb)

Scaffolding is increasing the level of thinking involved in learning a concept, task, or process. Increasing the difficulty allows the creation of deeper knowledge. (SG)

Scaffolding could not work, however, if the MKO  is too far advanced compared to the student he or she is helping. (Jessie Menz)  I'M NOT SURE ABOUT THIS LAST POINT, JESSIE. IF THE MKO PROVIDED THE RIGHT SCAFFOLDING, IT WOULD WORK.  FOR EXAMPLE, I SUSPECT YOU ARE FAR MORE ADVANCED THAN THE STUDENTS YOU WORK WITH, YET I SUSPECT THAT YOU PROVIDE SCAFFOLDING THAT PULLS THEM FORWARD IN THEIR ZPDs EVERY DAY, RIGHT? WHAT I WAS LOOKING FOR--BUT DIDN'T MAKE CLEAR (SORRY ABOUT THAT)--WERE SPECIFIC EXAMPLES OF SCAFFOLDING, LIKE PROVIDING A QUESTION OR A VOCABULARY DEFINITION OR SOME COMPUTER SOFTWARE TO HELP PULL THE STUDENT FOWARD IN THE TASKS THAT HE/SHE IS WORKING ON.(nmb)

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SIGNS AND TOOLS (it might help to read the attached short story where you see a lot of Vygotskian concepts enacted, including "just-in-time instruction")

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SIGNS AND TOOLS (it might help to read the attached short story where you see a lot of Vygotskian concepts enacted, including "just-in-time instruction")

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More Knowledgeable Other (MKO) and Less Knowledgeable Other (LKO)

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More Knowledgeable Other (MKO) and Less Knowledgeable Other (LKO)

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The MKO is a person in a situation that has a better understanding [or higher ability level than the learner -DR] about a particular concept [task or process that guides deeper knowledge -DR]. Scaffolding is done by the MKO. The LKO is a person in a situation that has less of an understanding about a particular concept than the MKO. (SG)

OKAY--THIS IS A START, SAM.  CAN YOU OR ONE OF YOUR CLASSMATES USE MORE IDEAS FROM VYGOTSKY TO DEVELOP THIS EVEN MORE? (nmb)

While the MKO might be the teacher and LKO might be the student, the MKO could also be another student who is at a higher ability. In a case like this, the teacher would scaffold the assignment by pairing high and low students. Thus the higher student is the MKO in this situation and the lower student is the LKO. This can help students learn concepts in the ZPD because the student who is the MKO can work with their partner in order to help the LKO be able to complete a task independently. (ARH)  YES, GOOD, AUDREY.  IT MIGHT ALSO BE WORTH THINKING (BY YOU OR BY ONE OF YOUR CLASSMATES) WHAT VYGOTSKY WOULD SAY MAKES A STUDENT "HIGHER" OR "LOWER ABILITY" (NMB)

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"to come between and meet halfway, or help to reconcile." (McCown) (DR)  OKAY, DESMOND.  CAN YOU OR ONE OF YOUR CLASSMATES ADD MORE HERE TO EXPLAIN HOW VYGOTSKY (AND BRUNER) MIGHT USE THIS TERM? (nmb)

Vygotsky may use the term mediation during the scaffolding process, the median within what he calls the ZPD. By using strategic, intentional and well thought out questions to lead to the ending result of knowledge, teachers will assist the students by using the ewell thought out questions as mediation to aid the student into moving to the next point within the ZPD. (DR)
YES, GOOD, DESMOND. THIS IS EXACTLY WHAT VYGOTSKY MEANT--STUDENTS NEED A "GO-BETWEEN" TO CONSTRUCT KNOWLEDGE, CONNECTING WHAT THEY ALREADY KNOW (THAT POINT ON THE ZPD WHERE THEY CAN DO BY THEMSELVES) TO WHAT THEY ARE TO LEARN (THAT POINT WHICH THEY CAN REACH WITH A MKO. (nmb)

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IMPORTANCE OF SOCIAL INTERACTION (it might help to read the attached short story where you see a lot of Vygotskian concepts enacted, including "just-in-time instruction")

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IMPORTANCE OF SOCIAL INTERACTION (it might help to read the attached short story where you see a lot of Vygotskian concepts enacted, including "just-in-time instruction")

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Learning and Development (according to Vygotsky)

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Learning and Development (according to Vygotsky)

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Piaget believed that cognitive development must occur before students are ready to learn certain things. Vygotsky was the opposite. He argued that learning is what leads to cognitive development. There are two kinds of knowledge. Scientific and Spontaneous. Spontaneous knowledge is learned during social interactions. This type of knowledge/learning is important because it was this that Vygotsky believed led to cognitive development. I believe this information supports the argument that Vygotsky was a social constructivist. (ARH) ABSOLUTELY RIGHT, AUDREY.  THOUGH BRUNER WAS INFLUENCED BY BOTH PIAGET AND VYGOTSKY, ON THIS TOPIC OF LEARNING AND DEVELOPMENT, HE SOUNDS MUCH MORE LIKE VYGOTSKY. (nmb)

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Role of Language in Learning and Development

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Role of Language in Learning and Development

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Spontaneous knowledge is one of two types of knowledge that Vygotsky described. It refers to learning through interactions with the social world. Part of this type of learning is student acquiring language. As students begin to acquire language, they are bridging the social world and their own inner thoughts. This also leads to their ability to communicate their thoughts and ideas with the world. (ARH) GOOD START HERE, AUDREY.  I DON'T SEE EITHER THE WORD "TOOL" OR THE WORD "THINKING" HERE AND I SHOULD.  CAN ANYONE ADD THEM HERE? (nmb)

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Egocentric speech (sometimes called Private speech)

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Egocentric speech (sometimes called Private speech)

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Egocentric Speech is practicing the language by talking oneself through a task. This mostly occurs in children though. With egocentric speech, children are able to work their way through a problem, catching any mistakes, or possibly noticing that something may not seem right. This builds on the language use orally in order to internalize it when the child is ready to. Egocentric speech primarily occurs when a child is attempting to work his or her way through a problem.  (Jessie Menz) GOOD JESSIE BUT YOU LEFT OUT ONE THING. WHAT DOES EGOCENTRIC SPEECH BECOME? (nmb)

Ego-centric speech becomes language based self-regulation which is thinking. (SG)
YES, GOOD, SAM. (nmb)

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Piaget theorized a child developed then learning came. Spontaneous Concepts (knowledge) is obtained from discovery and social interactions which are internalized after appropriations. Scientific Concepts (knowledge) is obtained from formal instruction. (Jessie Menz)

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This refers to scaffolding instruction so that students are given the information and skills they need to successfully complete school work. This could look like the I do, we do, you do model. During the “I do” the student is playing an active listening (AND WATCHING) role while the teacher solves a problem. During “we do” the teacher is beginning to “release responsibility” by having students solve a problem with him/her. During “I do”  (YOU MEAN "YOU DO" HERE, RIGHT?) this is when the student solves a problem individually with full “responsibility.” (ARH) YES, YOU USE THE MODEL OF "I DO, WE DO, YOU DO" EXACTLY RIGHT HERE, AUDREY.  IT IS FROM VYGOTSKY'S AND BRUNER'S THINKING THAT THIS MODEL WAS DERIVED.(NMB)