Lev Vygotsky 1896-1934
Descriptive Reflection
Vygotsky describes learning as a life long process, which is dependent on social interaction with peers or adults leading to further cognitive development, known as social development theory of learning. A student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The distance between the level of achievement of the student in isolation and level from guidance or collaboration is called the zone of proximal development. The aim in using this type of learning is for a student to participate in tasks that focus on their current development level (learning framework – scaffold) and move towards a level that is just above their current understanding. This works when the partners that are problem solving together are on different developmental levels and the higher level partner is aware of the lower’s level and they work together without one dominating the task (Riddle, 1999)
Critical Reflection
The advancements of a student’s developmental ability should be a step that is not too large for them to grasp at one sitting or the understanding may be somewhat blurred. In this type of collaboration the peers have a greater influence on the individual student than in some of the other learning theories. I feel that I would use some parts of Vygotsky’s ideas in my own teaching especially the group collaboration, which offers students other ways of advancing their development. I also feel that scaffolding is a natural process of finding more information or gaining more understanding of different subjects or issues.
References:
Riddle, E, M. (1999). Lev Vygotsky’s Social Development Theory. Retrieved on April 03, 2007, from http://tonymcarthur.edublogs.org/files/2007/03/vygotsky1.htm
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