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Vygotsky’s Zone of Proximal Development (ZPD) Don Martin EPSY 6304 Cognition and Development UT-Brownsville Professor Garcia By PresenterMedia.com

Vygotsky’s Zone of Proximal Development (ZPD)

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Vygotsky’s Zone of Proximal Development (ZPD). Don Martin EPSY 6304 Cognition and Development UT-Brownsville Professor Garcia. By PresenterMedia.com. Zone of Proximal Development. Objectives. After attending this lecture and studying the associated materials the learner will: - PowerPoint PPT Presentation

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Page 1: Vygotsky’s Zone of Proximal Development (ZPD)

Vygotsky’s Zone of Proximal Development (ZPD)Don MartinEPSY 6304 Cognition and DevelopmentUT-BrownsvilleProfessor Garcia

By PresenterMedia.com

Page 2: Vygotsky’s Zone of Proximal Development (ZPD)

• After attending this lecture and studying• the associated materials the learner will:

• Define the Zone of Proximal Development (ZPD)• Define Problem Based Learning (PBL)• Define Task Centered Learning (TCL)• Define Instructional Scaffolding

Objectives•Zone of Proximal Development

Task Centered Learning – Merrill’s First Principles of Instruction

Problem Based Learning – originated in Medical Schools

Page 3: Vygotsky’s Zone of Proximal Development (ZPD)

• After attending this lecture and studying• the associated materials the learner will:

• Differentiate PBL from TCL• Explain the rationale for using TCL vs. PBL

Objectives•Zone of Proximal Development

Task Centered Learning – Merrill’s First Principles of Instruction

Problem Based Learning – originated in Medical Schools

Page 4: Vygotsky’s Zone of Proximal Development (ZPD)

• After attending this lecture and studying• the assigned materials the learner will:

• Relate the principles of PBL and TCL• Apply ZPD concepts to a classroom situation

Objectives•Zone of Proximal Development

Task Centered Learning – Merrill’s First Principles of Instruction

Problem Based Learning – originated in Medical Schools

Page 5: Vygotsky’s Zone of Proximal Development (ZPD)

• After attending this lecture and studying• the associated materials the learner will:

• Propose a PBL or TCL strategy to optimize learner

effectiveness• Given an objective, devise an appropriate

classroom unit using a PBL or TCL strategy

Objectives•Zone of Proximal Development

Task Centered Learning – Merrill’s First Principles of Instruction

Problem Based Learning – originated in Medical Schools

Page 6: Vygotsky’s Zone of Proximal Development (ZPD)

Definition – Vygotsky (1978): “the distance between the actual developmental 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. (p. 86).

•Zone of Proximal DevelopmentZPD Definition

Page 7: Vygotsky’s Zone of Proximal Development (ZPD)

• Instructional scaffolding is:• A learning process designed to promote a deeper level of

learning• The support given during the learning process which is tailored

to the needs of the learner• Intended to help the learner achieve his/her learning goals

(Sawyer, 2006)

•Zone of Proximal Development

Scaffolding Definition

Page 8: Vygotsky’s Zone of Proximal Development (ZPD)

• The best and most effective use of instructional scaffolding:• Helps the learner figure out the task at hand on their own • Provides an effective learning environment • Scaffolding = Support• Effective when it contributes to the learning environment• Effective scaffolding is gradually added, then modified, and

finally removed according to the needs of the learner• Instructional scaffolding gradually removed• Scaffolding should never be in place permanently• Goal should be for the student to no longer need scaffolding

•Zone of Proximal Development

Scaffolding, cont.

Page 9: Vygotsky’s Zone of Proximal Development (ZPD)

• A Constructivist approach to learning• Student-centered• Knowledge is socially and individually

constructed• Understanding situated within a specific

context

• A model of teaching and learning• Uses real-world tasks• Constructs learning - cognitive information

processing approach• Tasks are contextualized to subject matter

of class and demonstrated by Facilitator• Tasks may be simple or complex depending

on developmental level of learner and level of instructional content

Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont.

Page 10: Vygotsky’s Zone of Proximal Development (ZPD)

• A Constructivist approach to learning• Learning achieved through problem solving• Learners work in groups• Facilitators (instructors) guide learners as

opposed to teaching them

• A model of teaching and learning• As a task is completed a new task of greater

complexity is introduced. • New content, skills and strategies necessary

to complete the next task are introduced• When the instructor has provided sufficient

scaffolding of the content to provide the learners with necessary tools to complete the task they are given the assignment to complete the task to the best of their abilities.

Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont.

Page 11: Vygotsky’s Zone of Proximal Development (ZPD)

• A Constructivist approach to learning• Problem forms the basis for learning• Group organizes resources and focuses on

problem – stimulates learning• Results in development of problem solving

skills

• A model of teaching and learning• Upon completion of the task the learner is

given a new and more difficult task and the process begins again.

• Each task builds on the previous task in content and complexity.

• Successive tasks may require more knowledge or they may need to be completed with less support from the instructor.

Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont

Page 12: Vygotsky’s Zone of Proximal Development (ZPD)

• A Constructivist approach to learning• Stimulates cognitive process• New knowledge created through self

directed learning• Assists learners in seeing the relevance of

learning to future roles

• A model of teaching and learning• TCL –Utilizes a cognitive apprenticeship

approach• Requires a “Master” (Instructor) and

“Apprentice” (Learner)• Instructor removes scaffolding support as

learner progresses• Tasks become more difficult as skill and

confidence increases

Zone of Proximal DevelopmentPBL and TCL Defined and Differentiated, cont

Page 13: Vygotsky’s Zone of Proximal Development (ZPD)

Problem Based Learning:

Process 1 – Epistemological Influences

Process 2 – Goals

Process 3 – Prescriptions

•Zone of Proximal DevelopmentPBL Characteristics

Page 14: Vygotsky’s Zone of Proximal Development (ZPD)

Task Centered Learning:

Process 1 – Epistemological Influences

Process 2 – Goals

Process 3 – Prescriptions

•Zone of Proximal DevelopmentTCL Characteristics

Page 15: Vygotsky’s Zone of Proximal Development (ZPD)

• Zone of Current Development can be expanded• The potential for the expansion of ZCD is the Zone

of Proximal Development• The interaction between peers in PBL or TCL is one

aspect of learning common to both PBL and TCL• PBL and TCL can be effective forms of scaffolding

in the ZPD• PBL and TCL are very similar and often confused

•Zone of Proximal DevelopmentConclusions

Page 16: Vygotsky’s Zone of Proximal Development (ZPD)

• Working in small groups of 3 to 4 develop a PBL or TCL activity for this course. Answer the following questions:• After a brief small-group discussion and reflection, engage the larger group

of participants in conversation about what you learned. Post your thoughts to the Discussion Board. Ideas for post-viewing questions include:• "What steps did the learners take to work on their project?"• "What curriculum standards did the learners meet through work on their

project?"• "What is the role of the instructor in PBL/TCL?"

•Zone of Proximal DevelopmentActivity

Page 17: Vygotsky’s Zone of Proximal Development (ZPD)

• Francom, G., & Gardner, J. (2013). How task-centered learning differs from problem-based learning: Epistemologies, influences, goals, and prescriptions. Educational Technology Magazine, 53(3), pp. 33-38.

• Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59

• Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on Technology in Education, 40(1), 5–22.

•Zone of Proximal DevelopmentReferences

Page 18: Vygotsky’s Zone of Proximal Development (ZPD)

• Sawyer, R. Keith. (2006). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press

• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

• Wass, R, Harland, T, & Mercer, A (2011). Scaffolding critical thinking in the Zone of Proximal Development. Higher Education Research and Development, 30(3), 317-328.

•Zone of Proximal DevelopmentReferences