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A short summary on Vygotsky's zone of Proximal Development and scaffolding.

https://www.youtube.com/watch?v=4AoLk5nbliM

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The Dialogue Process centers around listening—to yourself as well as others. Shared and personal meaning emerges within a group through listening to what is said from a standpoint of inquiry and reflection (Isaacs 1999).

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The Dialogue Process centers around listening—to yourself as well as others. Shared and personal meaning emerges within a group through listening to what is said from a standpoint of inquiry and reflection (Isaacs 1999).

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http://www.faculty.umb.edu/pjt/DialogueProcess.html

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1.  An emphasis on learning differences rather than deficits, and a need for professionals to better understand how individuals differentially understand and interact with the tasks given to them so that education is developmentally meaningful to them, and
2.  A model of learning as ahead of development that everybody can access, hence ‘all’ children can further develop their competencies and this is best done in conjunction with an interrogation of the social institutions they are a part of.

https://www.tandfonline.com/doi/full/10.1080/08856257.2011.595180?src=recsys&

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Render your Sparkol videos instantly on sho.co and get share links and embed codes for your own website.

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scaffolding

--> encourage growth and development
--> shift the responsibility of learning from teacher to students
--> help learners become more independent
Effective scaffolding

knowing students' strengths and needs

provide tailored assistance that is adjusted on an as-needed basis

build learners' confidence

descriptive feedback - improvements and acknowledgement

scaffolds can be reduced for students with learning difficulties

change the intensity of scaffolding

e.g. USE OF TECHNOLOGY

flexible, unobtrusive scaffolds
-text-to-speech; digital text

https://www.youtube.com/watch?v=CTR_snb-0nQ

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Vygotsky’s theory of the zone of proximal development argues that development is defined both by what a child can do independently and when assisted (Daniels, 1995; Wertsch, 1991) and this has several implications for teaching in the classroom.

According to Vygotsky, teachers must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov & Haywood, 1998).

Teachers can use information about Vygotsky’s zone of proximal development in organizing classroom activities in the following ways:

Cooperative learning activities can be planned with groups of children at different levels who can help each other learn.

Scaffolding (Wood, Bruner, & Ross, 1976) is a tactic for helping the child in which the adult provides hints and prompts at different levels. In scaffolding, the adult does not simplify the task, but the role of the learner is simplified “through the graduated intervention of the teacher” (Greenfield, 1984, p. 119).

In a high school laboratory science class, a teacher might provide scaffolding by first giving students detailed guides to carrying out experiments, then giving them brief outlines that they might use to structure experiments, and finally asking them to set up experiments entirely on their own.

http://wps.ablongman.com/ab_slavin_edpsych_8/38/9951/2547689.cw/content/