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Vygotskys theory of education is commonly referred to as a sociocultural theory. His theory states that knowledge is constructed through social interaction with family, friends, teachers and peers.

Vygotsky's theory can be summarised as follows:

1.The people we learn from are referred to as MKOs (More Knowledgeable Others)
More Knowledgeable Others (MKOs) are individuals who possess a higher level of understanding or expertise in a specific area compared to the learner. These could include teachers, parents, older peers, or even classmates who have a deeper grasp of the subject matter. The role of MKOs is crucial in the learning process because they provide guidance, support, and new perspectives that help the learner acquire knowledge or skills they couldn't achieve independently.

2.We can learn through others using the ZPD (Zone of Proximal Development)
The Zone of Proximal Development (ZPD) refers to the range of tasks that a learner can perform with the help and guidance of a More Knowledgeable Other but cannot yet accomplish alone. It’s the gap between what the learner already knows or can do and what they are capable of learning with the right support. Vygotsky emphasised that learning occurs most effectively when instruction targets this zone, as it challenges learners just beyond their current abilities, encouraging growth.

3.Scaffolding learners’ development in the ZPD

Scaffolding is the instructional technique where a teacher or More Knowledgeable Other provides tailored support to a learner as they work within their Zone of Proximal Development. This support can take many forms, such as giving hints, asking guiding questions, offering feedback, or demonstrating certain tasks. As the learner becomes more competent, the teacher gradually reduces the level of assistance, allowing the learner to take more responsibility for their learning. Eventually, the learner can perform the task independently, demonstrating their newly acquired skills or knowledge.

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Vygotsky's sociocultural theory can be seen in many forms in the modern classroom.

Many teachers find it beneficial to test students’ prior knowledge when they first meet them or even before introducing new content. This allows the teacher to discover where each students’ ‘comfort zone’ and ‘zone of proximal development are. It also allows them to identify the MKOs of the class.

Once MKOs are identified they can be used to guide and assist fellow classmates, particularly in group work scenarios.

Teachers use a variety of scaffolding techniques everyday in the classroom. The strategies used vary depending on the needs of the learner.

For example:

1. Breaking tasks into smaller ‘sub-tasks’. This allows all students to experience successes no matter how big or small they may be. For some students, simply creating a  mind map of their ideas and knowledge may be a success. This can then be built up to organising their ideas into a more structured layout. When doing this it is important to keep sight of the main task and not to encourage complacency.

2. Modelling and giving examples of what is expected of students when completing a task. This may include showing students an ‘above expectations’ CBA from the previous year.

3. Using sentence starters or ‘Fill in the blank’ structures. This provides students with context and will guide them in their work.

4. Simply providing hints and clues. This may involve giving students’ the first letter of a word or using gestures to guide them.

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As learners engage in tasks within their ZPD, they are pushed beyond their existing knowledge or skills. With guidance from a More Knowledgeable Other, they gradually develop a deeper understanding of the subject, expanding their abilities. This process helps learners move from relying on external support to eventually mastering the concept or skill independently, increasing their cognitive and problem-solving abilities.

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Discovery learning can be particularly beneficial in the language classroom, as it encourages creativity and spontaneity.

1. Instead of directly teaching vocabulary, students can be given an authentic text in the target language. They can work in groups to find the meaning of the words based on the context of them.

2. Similarly, students can work with authentic texts to identify grammar rules and patterns. For example: Students can compare texts in the present tense to texts in the past tense and see how the verbs change.

3. Students can act out ‘real-life’ scenarios in the target language. This way, students use their knowledge of the language to communicate organically in different contexts.

During these activities, the teacher should act as a facilitator, guiding students and creating a memorable and meaningful learning experience.

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Similarly to Bruner, Carl Rogers believed in a student centred classroom. Again with this approach, the teacher is to act only as a facilitator.

Rogers believed there were 3 crucial elements to effective facilitation:

1. Congruence - The facilitator should be authentic and transparent with the learners.

2. Empathy - Consider issues from your students’ standpoint.

3. Respect - Create a judgement free learning environment.

Together, these three elements create a positive, student-centred learning environment where learners feel valued, respected, and motivated to learn.

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Bruner is most recognised for his ideas on discovery learning.
In discovery learning, students take an active role in their education rather than passively receiving information.
This approach is student-centred, with the teacher acting as a facilitator. The teacher's job is to create learning experiences that help students uncover connections between different pieces of information on their own.
Teachers can support this by providing key information but leaving it to students to organise and make sense of it.
This theory totally discredits the process of rote learning, therefore understanding and meaning are crucial.

Bruner also created the spiral curriculum approach.

This concept suggests that challenging content should be introduced in a very simple way in which students can relate back to their own experiences. These topics can be revisited and expanded on at later stages.

Discovery learning can be summed up by the motto: Find out what they know - support them to discover more - ask them what they've learned.

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Bates, B. (2019). Learning theories simplified. Sage.

Sprouts. (n.d.-a). Bruner’s 3 steps of learning in a spiral curriculum [Video]. YouTube. https://www.youtube.com/watch?v=rZfAsbhfL_Y (Accessed October 13, 2024).

Sprouts. (n.d.-b). Vygotsky’s theory of cognitive development in social relationships [Video]. YouTube. https://www.youtube.com/watch?v=8I2hrSRbmHE (Accessed October 13, 2024).