Vygotsky+Ties+to+Contructivism

How Vygotsky's Theories Tie in To Constructivist Theory
 * Constructivist Theories of Learning** are theories that state that learners must individually discover and transform complex information, checking new information against old rules and revising rules when they no longer work (Slavin, 2003). Constructivism encourages students to take active roles in their own learning and development of new knowledge. Due to constructivism placing such an emphasis on students being active learners, constructivism is often called student-centered instruction. Teachers act more as facilitators, rather than as direct lecturers. In a constructivist or student-centered classroom, the teacher becomes "the guide on the side, rather than the sage on the stage" (Weinberger & McCombs,2001; Windschitl, 1999).

Vygotsky, along with Piaget, were contemporaries at the forefront of the constructivist revolution. Both Piaget and Vygotsky had emphasized that "cognitive change takes place only when previous conceptions go through a process of disequilibriation in light of new information" (Slavin, 2003). Piaget and Vygotsky also believed that learning had to take place in a social atmosphere to be most effective, and suggested that mixed- ability learning groups should be used to promote any conceptual change.
 * __ Lev Vygotsky __**

Vygotsky's work and studies have been extremely influential in the development of modern constructivist theory. Aspects of contructivist teaching strategies like cooperative learning, project-based learning, and other forms of classroom instructional methods all stem from Vygotsky's work. Four key principles of Vygotsky's work really form the backbone of all constructivist thinking and teaching. The 4 key principles are: Social Learning, The Zone of Proximal Development, Cognitive Apprenticeship, and Mediated Learning.

Vygotsky believed that learning was best done by students when they were able to have joint interactions with adults and peers. Students are exposed to other individual's ways of thinking through group projects or shared work, and allows students to understand how someone else works through a complex problem. Students also are forced to vocalize some of their inner speech processes out loud, and this helps to develop more effective problem solving capabilities. []
 * Social Learning **

 ** Proximal Zone of Development ** Vygotsky believed that children are working within their proximal zone of development when they are engaged in tasks that they need the assistance of others for. In other words, a peer or adult could serve to help the student work to an ability level higher than their own. In a heterogenous group, it will be more than likely that each child will have their areas of strength, and all members of the group will serve to pull the ability level up.

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** Cognitive Apprenticeship ** Cognitive apprenticeship is "the process by which a learner gradually acquires expertise through interaction with an expert, either an adult or an older/more advanced peer" (Slavin, 2003). Vygotsky came up with this term based on his work on the social nature of learning, and saw how it worked in job apprenticeships such as student teaching. Constructivists would suggest that teachers use forms of cognitive apprenticeships daily. The main suggestion for how to implement this in a classroom is to make sure students are placed in heterogenous, cooperative learning groups so that the more advanced students can help the less advanced students to accomplish complex tasks. An example of a cognitive apprenticeship would be an experienced doctor or teacher having an intern study with them while they are still in school to start "learning the ropes".

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[] [|Further Example of Cognitive Apprenticeship at Virginia Tech]

Another term for scaffolding, mediated learning is essential to constructivist teaching approaches. Vygotsky felt that students should be given challenging, complex, yet realistic tasks to accomplish and should be given enough help to achieve these tasks. In mediated learning, the teacher acts as a guide for instruction so that students will master and internalize the skills that will allow higher cognitive functioning. Mediated learning usually involved giving students alot of structure in introductory lessons, and then gradually turning the responsibility for learning over to the students. An example of this teaching strategy is reciprocal teaching. []
 * Mediated Learning **

Sources Used: Slavin, R. (2003). Educational Psychology: Theory and Practice. 7th Edition. Pages 46-48, 257-269.

Weinberger, E., & McCombs, B.L. (2001, April). //The impact of learner-centered practices on the academic and non - academic outcomes of upper elementary and middle school students.//

Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. //Phi Delta Kappan, 80// (10), 751-755.

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