Lev Vygotsky

1. Lev Vygotsky Learning Theory Information Search Process Zone of Proximal Development Connections By Susan Thorpe Okey March 6, 2004 L551 IUPUI

2. Lev Vygotsky Born in 1896 in Western Russia Died in Moscow in 1934 Author of Thought and Language A theory of how children learn…

3. Vygotsky – Learning Theory Knowledge exists within culture Language is the most important tool used to transmit knowledge Language shapes thought Language is used to recognize, examine, and solve problems Members of a culture collaborate to share knowledge Language is necessary for learning Learning precedes cognitive development Cognitive development is the capacity to learn and solve problems

4. Learning Theory Applied to Children Children learn through social interaction with others more knowledgeable in three ways: Observing and imitating Receiving instruction and following directions Working collaboratively within a group

5. Vygotsky Zone of Proximal Development The difference between what a child can do independently and what the child needs help from a more knowledgeable person to do is the Zone of Proximal Development

6. Four-Stage Model of ZPD The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988) This picture is from North Central Regional Educational Laboratory website http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.

7. Four-Stage Model of ZPD S C A F F O L D I N g The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988) This picture is from North Central Regional Educational Laboratory website http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.

8. Information Search Process Identifying the problem and the need for information to solve the problem Locating the information in the appropriate source Analyzing or interpreting the information for usefulness and accuracy Synthesizing and organizing the information Putting the information to use Evaluating the entire process in terms of the quality and relevance of the information for a specific need and in terms of their own skills in the process This formulation of the ISP is from: Essential Learnings and School Libraries webpage http://www.learningspace.org/instruct/literacy/ESLSLIBS.HTM#role

9. Identifying the problem and the need for information to solve the problem Connection: Increased Cognitive Development Zone of Proximal DevelopmentAssistance provided by more capable other Learner Needs help to select a research topic TEACHER Conducts classroom lecture and discussion; gives students textbook reading assignment MEDIA SPECIALIST Provides worksheet tools and general information to increase their general knowledge and prick their curiosity. • Learner • Chooses a topic for which information will be needed

10. Locating the information in the appropriate source Connection: Increased Cognitive Development Zone of Proximal DevelopmentAssistance provided by more capable other • Learner • Needs help to find relevant sources of information TEACHER & MEDIASPECIALIST Conduct class discussion; dialog with students to narrow and focus topic; instruct learners about available resources coach learners as they seek information Learner Locates relevant sources of information

11. Analyzing or interpreting the information for usefulness and accuracy Connection: Increased Cognitive Development Zone of Proximal DevelopmentAssistance provided by more capable other Learner Needs help evaluating information TEACHER & MEDIA SPECIALIST Coach students in techniques for evaluating information; Discuss with individual students the usefulness, accuracy, bias and timeliness of their information Learner Evaluates information for usefulness, accuracy, bias, and timeliness

12. Synthesizing and organizing the information Connection: Increased Cognitive Development Zone of Proximal DevelopmentAssistance provided by more capable other • Learner • Needs help on note taking, recording sources, and choosing a presentation format TEACHER & MEDIA SPECIALIST Instruct learners in ethical use of information; talk with learners about their research and the product they will create from it. • Learner • Records pertinent information without copying or plagiarizing, creates a bibliography, and chooses a presentation format

13. Connection: Putting the information to use Increased Cognitive Development Zone of Proximal DevelopmentAssistance provided by more capable other Learner Needs help incorporating information gathered from research into an original product TEACHER & MEDIA SPECIALIST Discusses research results with learners; encourages critical thinking; encourages peer collaboration Learner Creates an original presentation that reflects in his own words what he has learned; shares presentation with others.

14. Evaluating the entire process in terms of the quality and relevance of the information for a specific need and in terms of their own skills in the process. Connection: Increased Cognitive Development Zone of Proximal DevelopmentAssistance provided by more capable other • Learner • The research is finished, the paper is written, am I done? TEACHER & MEDIA SPECIALIST Instruct learners in the evaluation process; evaluates students’ performance in mastering the process and producing a product; evaluates own teaching performance Learner Reflects on the research process and product; evaluates own successes and shortcomings; evaluates peers; evaluates teachers

15. Conclusion • The knowledge of how to solve information problems using the inquiry process exists within the school culture. • Media specialists and teachers collaborate to shape the student’s thinking and transmit this knowledge through spoken, written and visual language • Media specialists and teachers model the steps of the inquiry process. • Media specialists and teachers coach students as they imitate, learn, become self-sufficient, and internalize this knowledge. • Students develop greater capacity to think critically and solve problems.