Vygotsky-style LearningZone of Proximal DevelopmentStages of the ZPDVygotsky-style ClassroomsActivity settingsWhoWhatWhenWhereWhyVygotsky-style TeachingGood Teaching: a new definitionSix Means of AssistanceModelingContingency ManagementFeeding-backInstructingQuestioningQuestionsCognitive StructuringDesigning school activity settingsVygotsky-Style AssessmentStatic AssessmentDynamic AssessmentDynamic Assessment Procedure (DAP)DAP cont.Classroom Assessment Techniques [Angelo & Cross]RubricsSlide 29Vygotsky-style Learning“…an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers.” Vygotsky, L. (1978) Mind in Society: The Development of Psychological Processes. Lev Semenovich Vygotsky1896-1934Zone of Proximal DevelopmentThe zone of proximal development is the distance between achild’s “actual developmental level as determined byindependent problem solving” and the higher level of“potential development as determined through problemsolving under adult guidance or in collaboration with morecapable peers.” Vygotsky, L. (1978) Mind in Society: The Development of Psychological Processes.Stages of the ZPDDeveloped from R.G. Tharp and R. Gallimore (1988). Rousing minds to life (pp. 3-39).Zone of Proximal DevelopmentPerformance is developed.Assistance is disruptive.Performance is self-assistedPerformance is assisted by more capable peersVygotsky-style Classrooms“Activity Settings”Activity settingsContexts in which collaborative interaction, intersubjectivity, and assisted performance occur - in which teaching occurs not randomdetermined absolutely by restriction to the context of goal-directed actionarise from the pressures and resources of the larger social system of which the participants are a partcan be used as a unit of analysisthe who, what, when, where, and why - the small recurrent dramas of everyday life - played on the stages of home, school, community, and workplaceWhoPeople who can achieve the goal of an action are determined by the goal and the settingmakes for the maximum contribution of each individual desirable to the entire groupWhata description of the things that are done a description of how they are done operations•Ex. Handling of the host during Communion•Ex. “metacognitive” strategy of questioning that assists the child to retrieve from memory the bits of information needed to locate lost shoesscripts•Ex. Care and feeding of pets•Ex. Classroom proceduresWhenActivity settings are patterned in time, cannot exist without timethey are driven by productive activity, occur as often and for as long as the product requires - when the product is produced or the goal achieved, the scheduled activity should endWhereActivity settings must have a place to existbest placed where the tools, the materials, or the uses of the product dictate - where the production can best occurmuch truth in the adage that schools teach no thing, but teach only how to talk about thingsWhyCan be described in terms of motivation and meaninggoal for the activity setting usually provides the motivational impetusif not, contingency managementnot identical for all membersorganizational structures in the minds of individuals and the cultural meaning of the interaction [schemata]Vygotsky-style Teaching Therefore the only good kind of instruction is that which marches ahead of development and leads it; it must be aimed not so much at the ripe as at the ripening functions. It remains necessary to determine the lowest threshold at which instruction in, say, arithmetic may begin, since a certain minimal ripeness of junctions is required. But we must consider the upper threshold as well; instruction must be orient toward the future, not the past.” Vygotsky, L. (1962) Thought and Language.Good Teaching: a new definition “Teaching consists in assisting performance through the ZPD. Teaching can be said to occur when assistance is offered at points in the ZPD at which performance requires assistance.” Tharp, R. & Gallimore, R. (1988) Rousing Minds to Life.Six Means of AssistanceModelingcontingency managementfeeding backInstructingquestioningcognitive structuringModelingThe process of offering behavior for imitationContingency ManagementThe process of assisting performance by arranging for rewards or punishments to follow specific behaviors, depending on whether the behaviors are desired.Feeding-backThis is the process of assisting performance providing performance information that compares a given performance to an established standard.InstructingA linguistic process for assisting performance that calls for specific action. Effective instructions are embedded in a context: contingency management, feeding-back, and cognitive structuring.QuestioningMost characteristic means for assisting performance in formal learning situations. Calls for an active linguistic and cognitive response, provoking creations by the student.Two types of questionsQuestionsthose that assessinquires to discover the level of the pupil’s ability to perform without assistancethose that assistinquires in order to produce a mental operation that the student cannot or will not produce alone.The assistance provided by the question is the prompting of that mental operationCognitive StructuringAn organizing structure for thinking and actingprocess of organizing the raw stuff of experiencestructures that organize content and/or functions and refer to like instancesmost frequently practicedDesigning school activity settingsteacher participates at times in at least one activity setting with studentsauthority of the teacher used to organize activity settings and to make resources of time, place, persons, and tools availableactivity setting has a product as a goal, a product that is motivating for the studentsfocus = ability of the teacher to assist the students [cooperative learning; assisting themselves]permanent or temporary activity setting as determined by goalall members should be engaged in the joint productive activity whose purpose is ever-increasing competence to assist performanceteacher designs activity settings, which