Transcript Vygotsky’s Zone of Proximal Development (ZPD)

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
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After attending this lecture and studying
the associated materials the learner will:
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Define the Zone of Proximal Development (ZPD)
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Define Problem Based Learning (PBL)
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Define Task Centered Learning (TCL)
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Define Instructional Scaffolding
Problem Based Learning –
originated in Medical Schools
Task Centered Learning – Merrill’s
First Principles of Instruction
•Zone of Proximal Development
Objectives
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After attending this lecture and studying
the associated materials the learner will:
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Differentiate PBL from TCL
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Explain the rationale for using TCL vs. PBL
Problem Based Learning –
originated in Medical Schools
Task Centered Learning – Merrill’s
First Principles of Instruction
•Zone of Proximal Development
Objectives
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After attending this lecture and studying
the assigned materials the learner will:
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Relate the principles of PBL and TCL
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Apply ZPD concepts to a classroom situation
Problem Based Learning –
originated in Medical Schools
Task Centered Learning – Merrill’s
First Principles of Instruction
•Zone of Proximal Development
Objectives
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After attending this lecture and studying
the associated materials the learner will:
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Problem Based Learning –
originated in Medical Schools
Propose a PBL or TCL strategy to optimize learner
effectiveness
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Given an objective, devise an appropriate
classroom unit using a PBL or TCL strategy
Task Centered Learning – Merrill’s
First Principles of Instruction
•Zone of Proximal Development
ZPD Definition
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).
Conventional Scaffolding:
• Textbooks, computer simulations,
problem-solving exercises, lectures,
research training exercises, original
research, research in teams
Informal Scaffolding
• Lecturer or demonstrator
conversation, peer conversation,
some self-scaffolding, peers
taking responsibility for others
•Zone of Proximal Development
Scaffolding Definition
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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, cont.
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The best and most effective use of instructional scaffolding:
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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
PBL and TCL Defined and Differentiated, cont.
PROBLEM BASED LEARNING
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A Constructivist approach to learning
• Student-centered
• Knowledge is socially and individually
constructed
• Understanding situated within a specific
context
TASK CENTERED LEARNING
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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 Development
PBL and TCL Defined and Differentiated, cont.
PROBLEM BASED LEARNING
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A Constructivist approach to learning
• Learning achieved through problem solving
• Learners work in groups
• Facilitators (instructors) guide learners as
opposed to teaching them
TASK CENTERED LEARNING
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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 Development
PBL and TCL Defined and Differentiated, cont
PROBLEM BASED LEARNING
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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
TASK CENTERED LEARNING
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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 Development
PBL and TCL Defined and Differentiated, cont
PROBLEM BASED LEARNING
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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
TASK CENTERED LEARNING
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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 Development
PBL Characteristics
Problem Based Learning:
Process 1 – Epistemological
Influences
Process 2 – Goals
Process 3 – Prescriptions
Process 1
Constructivism, situated learning, social
constructivism
Process 2
Flexible knowledge, problem solving skills, selfdirected learning skills, effective collaboration,
and motivation
Process 3
Facilitator typically avoids providing specific
resources to use, learning guidance, scaffolding,
or direct answers to questions to enable
learners’ development of problem-solving skills,
group learning is essential
•Zone of Proximal Development
TCL Characteristics
Task Centered Learning:
Process 1 – Epistemological
Influences
Process 2 – Goals
Process 3 – Prescriptions
Process 1
Cognitive information processing, situated learning,
andragogy, motor learning, cognitive apprenticeship
Process 2
Application and transfer of knowledge to
realistic contexts; Efficient and effective learning
and transfer of knowledge
Process 3
Facilitator provides specific types of learner
support and guidance on task performance
(including procedural and supportive
information) that is faded over time, group
learning depends on the nature and complexity
of task
•Zone of Proximal Development
Conclusions
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
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•Zone of Proximal Development
Activity
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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?"
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•Zone of Proximal Development
References
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Francom, G., & Gardner, J. (2013). How taskcentered learning differs from problembased 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 Development
References
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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.