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Lev Vygotsky

Lev Vygotsky. Independent vs. Group Learning By: Priscilla Carey. Biographical Facts. Born on November 17, 1896 in Orsha Grew up in Gomel Russia in the midst of a Revolution as people expelled the Tsars and embraced socialism Educated as a lawyer, philologist but worked as a schoolteacher.

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Lev Vygotsky

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  1. Lev Vygotsky Independent vs. Group Learning By: Priscilla Carey

  2. Biographical Facts • Born on November 17, 1896 in Orsha • Grew up in Gomel • Russia in the midst of a Revolution as people expelled the Tsars and embraced socialism • Educated as a lawyer, philologist but worked as a schoolteacher

  3. Biographical Facts Continued • Became a Faculty member at Moscow State University • Died in 1934 from tuberculosis • Books banned by the Soviet government because of intelligence tests that the Communist Party condemned

  4. Zone of Proximal Development “It is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” Vygotsky

  5. Terms • Socially meaningful activity- humans know themselves and others through their interactions. • Psychological Tools- refers to signs that enable humans to have control over their mental behavior. • Natural and Cultural Mental Behavior- lower form of behavior that humans share with animals that through mediated activity like signs humans obtain a higher form of behavior. • External and Inner Speech- at first speech occurs only in a social context but later turns inward. • Sociohistorical Theory- through the interaction with culture in children's education they will develop a cultural mental behavior.

  6. Question Will students actually perform a task better when they work together versus when the students work independently?

  7. Hypothesis From my knowledge of Vygotsky,I believe that students who work together as a group will perform better than the students who work independently.

  8. Study I went to a second grade classroom at Holy Family. Where I divided eight of the students into two groups composing of two boys and two girls that worked on a dog puzzle together. The rest of the seven students worked independently on a Superman puzzle. I went back in a couple of days to see if the students in the group or the independents would be able to complete the puzzle better.

  9. Groups Key Peer Level of Difficulty Level of Engagement M- More Capable Peer 1- Easy 1- Fully Engaged L- Least Capable Peer 2- Medium 2- Partly Engaged A- Average Peer 3- Hard 3- Not Engaged

  10. Independents Key Level of Difficulty Level of Engagement 1- Easy 1- Fully Engaged 2- Medium 2- Partly Engaged 3- Hard 3- Not Engaged

  11. Groups- Independent Visit #2-3

  12. Independents Visit # 2-3

  13. Comparison of Groups vs. Independents Independents Groups

  14. My Hypothesis was Correct! In the first 20 to 30 minutes of starting the puzzle, both the groups and the independents were equal in their knowledge of the puzzle. After this time period, the students who had worked in groups started to put the puzzle pieces together at a much faster rate then the students who worked on the puzzle independently the first time around.

  15. Today’s Classrooms • At Holy Family, the second grade students had two folders set upright on their desks. So, they would not cheat on their spelling test. • Many classrooms do not have group work instead they focus on the individuals performance.

  16. Implications for Today’s Classrooms • Vygotsky is starting to take hold. • Several recent studies on group learning in junior and high schools that focused on subjects like Math and English. • Studies have also shown more interest in play for elementary children. It is no longer just free time.

  17. Benefits for Students • Express ideas to a group • More Focused • Engage in higher-order thinking

  18. Benefits for Teachers • Group learning allows the teachers to see the students who understand the material and the students who do not understand • The teacher then has time to know each individual student and can help them individually in their learning process.

  19. Evaluation of the Study • Have the children solve the opposite puzzle to see if the students in the group still work better. • Allow the students to work all at the same time because the students became disinterested in the puzzles once most of the class was done.

  20. Nature vs. Nurture Where would Vygotsky go? Nature Vygotsky Nurture

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