Hi Class,
Please answer the following:
1. What new insights did you learn from the videos presented in class?
2. How can you apply Lev Vygotsky's theory in classroom setting?
Doc Raqui
Please answer the following:
1. What new insights did you learn from the videos presented in class?
2. How can you apply Lev Vygotsky's theory in classroom setting?
Doc Raqui
1. What new insights did you learn from the videos presented in class?
ReplyDeleteDale’s cone of experience states that watching videos enhances the learning content compared with simply reading or hearing. The videos presented in the recent lecture were immensely relevant and gave new insights on varied topics like OBJECT PERMANENCE---a concept that may require an elaborate explanation but better off shown by the video.
In the video, it has been shown that if you hide an object from an infant’s view, the infant will not attempt to find it. “If I don’t see it, it’s not there. If I don’t hear it, it’s not there.” But in the next video, when the object was shown to a more mature infant, and hid under a towel, the child was quick to pick the towel up and marvel at the sight of the object as if saying, “Even If I don’t see it, it’s still there. Even if I don’t hear it, it’s still there.” The OBJECT is PERMANENTLY there.
Another video is the little boy who---together with an interviewer who sits across him---observes what seemed to be a clay model of mountains, volcanoes, animals and trees.
When the interviewer asks him the objects on the clay model, he identified ONLY those objects that were facing him—the tree, the cat, the volcano---and not those facing the interviewer, a goat, another tree and an owl.
Afterwards, they exchanged seats. The interviewer asks him to identify again the objects on the clay model. Accordingly, he identified ONLY those objects facing him---this time, the goat, the other tree and an owl---and not those facing the interviewer---which this time includes the other tree and a cat.
Conclusively, this child demonstrates EGOCENTRISM---confining his mental process on HIS perspective, without regard to the interviewer’s sensory perspective. This demonstrates preoccupation with one’s own perception, insight or opinion---a preoccupation that will soon be reversed to the child’s ability to cross the boundaries of self-relevance and empathically view other people’s perspectives.
2. How can you apply Lev Vygotsky's theory in classroom setting?
ReplyDeleteLev Vygotsky delivered insights on the zone of proximal development. To use the ZPD requires assessment of the child’s ability to do a specific task independently, e.g., shading with a crayon, (actual) and targeting a task that he/she cannot do yet, e.g., drawing a tree with a crayon. (potential)
But for the child to achieve the “task he/she cannot do yet”, an MKO (more knowledgeable other)—or individuals with more knowledge or experience---is required to support the child’s pursuit---this, according to Vygotsky.
This is where the parents, teachers and facilitators enter the picture—or the drawing.
And not only are these people considered by Vygotsky as MKOs; but he stressed the importance of SOCIAL INTERACTION as key to COGNITIVE improvement. Interacting is equivalent to learning. People who surround and support the child help the child improve his/her mental processes. As the African proverb says: “It takes a village to raise a child.”
When the teacher supports the child to draw a tree with a crayon---rather than just shade with crayons---the teacher engages in SCAFFOLDING---step by step, basic to advance, simple to complex approach in learning---with the teacher supporting all the way until the child can perform the task independently. The role of the teacher is to scaffold the child’s journey from dependence to independence in task performance.
For instance, the child will primarily learn---through teacher demonstration and modeling---to draw a circle, a rectangle, a square and a curved object. Once the child can draw these shapes independently, the child will now be encouraged to draw a root with a branch, a branch with a fruit, a stem with a leaf---again, alongside the teacher. And once the child can draw these independently, the teacher removes the scaffold (support) and encourages the child to perform the task independently. Furthermore, a new “task he/she cannot do yet” may be introduced—which again, means supporting the child to crossing the bridge or the zone of proximal development again.
Lev Vygotsky believed in every child’s potential. And the development of this potential lies in the hands of the MKOs who utilize SOCIAL INTERACTION and SCAFFOLDING for the child to traverse the ZONE OF PROXIMAL DEVELOPMENT. And as we teachers engage ourselves in these endeavors, we will eventually bring out the potential that every child should achieve---the potential to be the best human beings that they can be.
1. The videos presented in the class the four stages of Jean Piaget’s theory of cognitive development. First, the sensorimotor stage, during this stage infants and toddlers acquire knowledge through sensory experiences and manipulation of objects, they know the world through their movements and sensations. It has been shown in the video that the infant realizes that the object exist even if it can no longer be seen, this is known as object permanence, it is a sign that the memory of an infant is starting to develop. Second, the pre-operational stage, children begin to think symbolically and learn to use words and pictures to represent objects. They also tend to be very egocentric, and see only from their point of view, like the child in the video who is presented with a clay model of mountains with trees and animal figures, the child can only describe the things that he can visualize in his spot, he doesn’t see the perspective of the person on the other side of him. They also don’t understand yet abstract concepts like amounts, speed, and weight, as shown in the video, the girl was presented with 2 sets of coins, both has the same quantity of 5 coins, the child concludes that the other set has the greater amount because according to her it was longer. Third, the concrete operational stage, during this stage, children begin to think logically about concrete events. They begin to understand the concept of conservation, the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass. In the video, the younger kid says what would happen if you hit a glass with a feather based on what he knows about feathers, whereas the older child with formal operational thinking reasons from the previous statement and answers according to the logic proposed, in the formal operational stage, the adolescent or young adult begins to think abstractly and reason about hypotethical problems.
ReplyDelete2. Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer. Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. The zone of proximal development has several implications for teaching in the classroom.
ReplyDeleteVygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact. Teachers can use information about both levels of Vygotsky’s zone of proximal development in organizing classroom activities in the following ways:
a. Instruction can be planned to provide practice in the zone of proximal development for individual children or for groups of children. For example, hints and prompts that helped children during the assessment could form the basis of instructional activities.
b. Cooperative learning activities can be planned with groups of children at different levels who can help each other learn.
c. Scaffolding is a tactic for helping the child in his or her zone of proximal development in which the adult provides hints and prompts at different levels. In scaffolding, the adult does not simplify the task, but the role of the learner is simplified through the graduated intervention of the teacher. During scaffolding the first step is to build interest and engage the learner. Once the learner is actively participating, the given task should be simplified by breaking it into smaller subtasks.
For example, in a high school laboratory science class, a teacher might provide scaffolding by first giving students detailed guides to carrying out experiments, then giving them brief outlines that they might use to structure experiments, and finally asking them to set up experiments entirely on their own.
1. The videos we watched clearly describe or explain the stages of Piaget’s Theory of Cognitive Development.
ReplyDeleteThe first video explains the sensorimotor stage through the idea of Object Permanence. It has been presented in the video that a child already has the instinct that a certain object is still present even if someone has try to hide it. Object Permanence or knowing that something exists though it cannot be seen is a sign of cognitive development.
The second two videos portray the second stage or the Pre-operational stage using egocentrism as the key idea. According to the first video (a boy and the interviewee), a child only perceives based on his own insight or point of view. The child tends to describe what he sees and fails to appreciate the other person’s perspective. On the second video (a girl and the instructor), I concluded that in the pre-operational stage, a child may think and reason out but not as logical as the adult can.
The third video for the Concrete Operations stage suggests that a child can now think logically and can demonstrate concrete reasoning. The girl in the video explains that the size and shape of glass alone can’t determine the amount of liquid that is in it.
Formal Operations which is explained on the last video says that a child during this stage thinks logically and systematically. She was able to apply rules in the situation given to her.
2. Lev Vygotsky’s concept of development emphasizes on the idea of More Knowledgeable Others (MKO) and Zone of Proximal Development (ZPD).
DeleteMKO as simply as it is pertains to those individual or group of individuals who has a better understanding or has a superior idea over the learners about a certain idea, topic, process or concept. For clarifications, MKO doesn’t only include the learner’s teachers, parents or those who are older than them. Learner’s classmates or peers may also be part of those who are considered as MKO.
The concept of MKO is related to the idea of ZPD. ZPD are skills which are too difficult for a learner to attain on his/her own but can be done with guidance and encouragement from a MKO. As per Vygotsky, ZPD are the areas where instruction and guidance from MKO should be given to a learner to develop higher mental functions. In other words, through the assistance of a more capable person, a learner would be able to learn skills which go beyond his/her actual developmental level.
Ideally, teachers are always considered as MKO in the classroom. With this, their utmost role is to provide scaffolding to assist learners on tasks within their ZPD. During scaffolding the first step is for the teachers to build interest among the learner and to engage them on the activity they are doing. Once the learner is actively participating, the given task should be simplified by breaking it into smaller and simplier subtasks or procedures.
Another strategy for the teacher is to pair the learners wherein a more competent learner would be paired to a less competent one. In this case, the more competent learner can teach or elevate his /her partner’s idea about what they are doing. He/she will guide the less competent one not only for the success of their task but also for his/her partner to learn.
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ReplyDelete2. How can you apply Lev Vygotsky's theory in classroom setting?
ReplyDeleteThere are two main ideas in Lev Vygotsky’s concept of development. One is More Knowledgeable Others (MKO) and Zone of Proximal Development (ZPD).
The teacher should be able to plan activities that the children are capable of doing on their own and should also include some activities that they can learn with the assistance of others. This "others pertains not only to teachers or parents, it may also include their own classmates who has a better understanding of the idea or the subject matter. Once the idea is presented to the child, the teacher should be able to help the child in further understanding the idea.
An example of this is a laboratory work. A teacher gives the instruction and bigger picture of an idea for an experiment. The students are combination of the fast learners and average learners. After the instruction and idea is presented, the teacher allows all the students to work together. Both fast learner and average learner would be able to help each other in fulfilling the task. They would be able to attain further understand of the topic since they are doing the task together and may share their knowledge to each other. And at the end of the experiment the teacher should further help the both learners by giving them the summary of the experiment for the purpose of further understand of the idea.
1. I haven't watched the video but according to my classmates it is about the Piaget's Stages of Cognitive Development. Sensorimotor Stage empphasize the object permanence wherein it is knowing that something is existing though it cannot be seen and or being hide is a sign of a good cognitive development. Peroperational stage focused on egocentrism wherein children can reason out or point out some ideas without appreciating other's perspective and they can speak for themselves and think but not logical or concrete as for adults. Concrete operation stage is the phase of development wherein the child can think logically and have concrete reasoning. and the last, Formal operation in which child can think logically and systematically and can apply rules in the situation being provided.
ReplyDelete2. Lev Vygotsky’s concept of development highlighted the idea of More Knowledgeable Others (MKO) and Zone of Proximal Development (ZPD). MKO pertains to those individual who has a better understanding about a certain idea, concept while ZPD are skills which are too difficult for a learner to attain since it is already beyond his or her actual developmental level. in the classroom setting it is very important for the teacher to guide the students to learn in a step by step learning . The role of the teacher is to scaffold the child’s journey from simple to complex task performance.
1) I didn't have the chance to watch the videos that were presented in class, but according to my classmates it talked about the stages of Jean Piaget’s theory of cognitive development. Sensorimotor stage infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment. Preoperational stage young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe. Concrete operational stage elementary-age and preadolescent children demonstrate logical, concrete reasoning. Children's thinking becomes less egocentric and they are increasingly aware of external events. They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality. Children also develop operational thinking, the ability to perform reversible mental actions. Formal operational stage Adolescents who reach this fourth stage of intellectual development are able to logically use symbols related to abstract concepts, such as algebra and science. They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities. They also can ponder abstract relationships and concepts such as justice.
ReplyDelete2) Lev Vygotsky's concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer. Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. The zone of proximal development has several implications for teaching in the classroom.
1. For Sensorimotor stage I've learned that an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with (such as looking, sucking, grasping, and listening) to learn more about the environment.
ReplyDeletePre-operational stage in this stage do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people, which he termed ego-centrism.
Concrete operational stage children in the concrete operational stage were fairly good at the use of inductive logic. Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event.
Formal operational people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage. Deductive logic becomes important during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a specific outcome. This type of thinking involves hypothetical situations and is often required in science and mathematics. Also rule bound perspective. Like what we've seen in the video
For the curriculum to be developmentally appropriate, as a teacher I must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others. His theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development.
ReplyDeleteFor example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact. As a Teachers I can use information about both levels of Vygotsky’s zone of proximal development in organizing classroom activities in the following ways:
• Instruction can be planned to provide practice in the zone of proximal development for individual children or for groups of children. For example, hints and prompts that helped children during the assessment could form the basis of instructional activities.
• Cooperative learning activities can be planned with groups of children at different levels who can help each other learn.
• Scaffolding is a tactic for helping the child in his or her zone of proximal development in which the adult provides hints and prompts at different levels. In scaffolding, the adult does not simplify the task, but the role of the learner is simplified “through the graduated intervention of the teacher”.
1. The video presented in class shows Piaget’s theory of cognitive development of children in four different stages of mental development. It focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. It was amusing to watch those children but at the same time it concretized what have been learned in the class. Now I understand why playing a simple “hide your face to a child” brings laughter to them. It is a concrete presentation of how I should be dealing with the learning experience of the children when I become a teacher.
ReplyDelete2. Lev Vygotsky’s theory stresses the fundamental role of social interaction in the cognitive development of the child. As a teacher I will employ the method of Collaborative Learning and Peer Tutoring in the classroom. In More Knowledgeable Other (MKO) it is not me necessarily as the teacher who can impart learning. It could be someone from the class. Employing the collaborative learning technique can help the student to identify in the class who is that person. It could also work where less competent children develop with the help from more skillful peers - within the Zone of Proximal Development. (ZPD). Collaborative learning and Peer Tutoring also apply to Vygotzky’s concept like “scaffolding” in which a more advanced peer helps to structure or arrange a task so that a less competent student can work on it successfully.
1. Through the videos, I learned that cognitive development has different stages according to the age of the child. There will be different stages in which a child learn and acquire knowledge and information based on their age. This shows that cognitive development must be appropriated based on the different stages. Teaching strategies and curriculum must be geared towards the capacity of the child to learn.
ReplyDelete2. I can apply Lev Vygotsky’s theory in the classroom through appropriating the teaching techniques and curriculum into the capacity of the child to learn and think based on the different stages of cognitive development. Nonetheless, one can not force a child to learn complex and complicated topic if it is not in the proper stage of child’s cognitive development. Administrators and teachers should work hand and hand together to construct a curriculum and teaching strategies that will ensure the effectivity of the transfer of knowledge. Also, teachers should assist also the development process.
catherine, al rajih, allan fernando and jay ann, I did not read your comments.
ReplyDelete