In applying Vgotsky’s theory
in the classroom one must think of the socialization process, the significance
of private speech, scaffolding and the zone of proximal development (ZPD). There
is a correlation between the ZPD and scaffolding you cannot have one without
the other. The ZPD requires of me to present my students with tasks which they
are capable of accomplishing with my support and guidance. Scaffolding or
support however, can be given by more
knowledgeable other (MKO) in this case students and the teacher and resource
persons external to the school. As we are well aware, learning takes place in a
social context, as a result, groups of varying sizes are used to facilitate the
socialization process and offer scaffolding by more knowledgeable peers. The
composition of the groups is such that students of varying abilities are in
each group and could make positive contributions to the group.
Learners are scaffold through
the use of explicit instruction, guidance, support and practice. As students move
towards mastery of the skill the support and guidance from me is gradually
reduced and removed completely when mastery would have been attained. At this
stage the students are ready for tasks in their new ZPD. One can conclude that
what children are able to do with guided assistance they will be able to do
tomorrow on their own with some degree of competence.
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