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    1.3 Lev Vygotsky's Scaffolding 1.4 Jean Lave's Situated Learning

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    Frenz Lastimoso Ege
    Vygotsky's sociocultural theory of development emphasizes that cognitive development occurs through social interaction and culture. According to Vygotsky, learning is facilitated by scaffolding and the zone of proximal development. Scaffolding involves providing support that allows children to accomplish tasks they cannot do independently. The zone of proximal development defines what a child can do with help versus what they can do alone. Situated learning theory proposed by Lave focuses on authentic learning within real-world contexts rather than memorization. Both theories highlight the importance of social and cultural influences on learning.

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    1.3 Lev Vygotsky's Scaffolding 1.4 Jean Lave's Situated Learning

    Uploaded by

    Frenz Lastimoso Ege
    431 views24 pages
    Vygotsky's sociocultural theory of development emphasizes that cognitive development occurs through social interaction and culture. According to Vygotsky, learning is facilitated by scaffolding and the zone of proximal development. Scaffolding involves providing support that allows children to accomplish tasks they cannot do independently. The zone of proximal development defines what a child can do with help versus what they can do alone. Situated learning theory proposed by Lave focuses on authentic learning within real-world contexts rather than memorization. Both theories highlight the importance of social and cultural influences on learning.

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    1.3 Lev Vygotsky's Scaffolding 1.4 Jean Lave's Situated Learning (1)

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    Vygotsky's sociocultural theory of development emphasizes that cognitive development occurs through social interaction and culture. According to Vygotsky, learning is facilitated by scaffolding and the zone of proximal development. Scaffolding involves providing support that allows children to accomplish tasks they cannot do independently. The zone of proximal development defines what a child can do with help versus what they can do alone. Situated learning theory proposed by Lave focuses on authentic learning within real-world contexts rather than memorization. Both theories highlight the importance of social and cultural influences on learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    431 views24 pages

    1.3 Lev Vygotsky's Scaffolding 1.4 Jean Lave's Situated Learning

    Uploaded by

    Frenz Lastimoso Ege
    Vygotsky's sociocultural theory of development emphasizes that cognitive development occurs through social interaction and culture. According to Vygotsky, learning is facilitated by scaffolding and the zone of proximal development. Scaffolding involves providing support that allows children to accomplish tasks they cannot do independently. The zone of proximal development defines what a child can do with help versus what they can do alone. Situated learning theory proposed by Lave focuses on authentic learning within real-world contexts rather than memorization. Both theories highlight the importance of social and cultural influences on learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 24

    Lev Vygotsky's Scaffolding

    Jean Lave's Situated Learning


    Ebrole, Novie Mae E.
    BSED Social Studies 2
    Sociocultural Theory of Development

    • This theory stated that students learn


    through social interaction and their culture.
    • 3 Central Factors of Cognitive
    Development
    1. Culture

    Vygotsky believed in the


    crucial role ofculture played on
    the cognitive developmentof children.
    2. Social Interaction
    • Vygotsky gave more weight on the
    social interaction that contributed to
    thecognitive development of individuals.
    • Vygotsky emphasize that effective
    learning happens through participation
    in social activities.
    3. Language

    • Language open the door for learners to


    acquire knowledge that other already have.
    • Learning use language to understand
    and solve problems.
    • It helps learners regulate and reflect on
    his own thinking.
    Private Speech
    * Is a form of “self-talk” that guides
    the child’s thinking and action.
    Hands-on activities
    Help children acquire more knowled
    than passive listening
    Zone of Actual Development

    When a child attempts to perform a skill


    alone, she may not be proficient at it.
    Zone of proximal development
    • Zone of proximal development define those
    functions that have not yet matured, but are
    in the process. The gap between what
    a child cando alone and what a child
    can with help from adults or peers
    who are more capable than the child.
    Scaffolding
    * The support or assistance that lets the
    child accomplished a task he cannot
    accomplish independently.
    * Involves judicious assistance given by the
    adult or peer.
    * Adult unzips the zipper an inch or
    two and then.
    Example of scaffolding:
    • Adult unzips the zipper an inch or
    two and then holds the lunch bag
    so that the child can continue to
    unzip the lunch bag.
    • Loosing the food container lid just a
    bit and letting child open the lid himself.
    Scaffolding and Fade-away Technique

    • Withdrawing the guidance when the child


    could do on their own what they
    could not initially do without assistance.
    Vygotsky Theory
    • Cognitive development is a product of
    social interaction.
    • Claims that there is a strong connection
    between learning language and the
    development of thinking.
    • Highlights the role of mentor in cognitive
    development.
    • Well applied to teaching strategies.
    • More social in focus.
    • Emphasized on cultural factors in cognitive development.
    Jean Lave Situated Learning
    • PhD in social anthropology
    • Social anthropologist
    • Social learning theorist
    • Graduated with a doctorate from
    Harvard University in 1998
    3 main characteristics
    • Learning the unintentional and located within an
    authentic setting.
    • To improve learning by motivating students and by
    providing a rich context for them.
    • Emphasizes the context and applicationof knowledge
    rather than memorizing facts.
    Strength
    • Brings real world experience into the classroom
    • Allow student to make conclusions for themselves.
    • Gets away from just memorizing facts.
    Weakness
    • Teachers role changes from expert tosimply facilitating
    and with this runs the risks of students
    making incorrect conclusions.
    • Situated learning may be deemed irresponsible
    as it has the potential to cast
    professional teaching strategies to the side
    which often make content accessible to students.
    Relate to Constructivism
    • Constructivism- type of learning that explains human
    learning as an active attempt to construct
    meaning in the world around us.
    • Situated learning brings real world experience to
    the classroom so they can take what they
    learned back out into the world.
    Situated Learning Classroom
    • Starts early in elementary school-teachers independence
    and self-exploration.
    • Teachers: inquiry-based theory; helps steer
    them toward. interests.
    • Group seating; promote cooperation and collaboration.
    • Computer center, smart board, Elmo, clickers
    for smart board.
    • Goals, Promote individual growth through
    real world experience.
    References Sources
    • http://www.personal.psu.edu/wxh139/Situated.htm
    • http://wwwlearning-theories.com/situated-learning-theory-
    lave.html
    • http:theydiffer.com/difference-between-piaget-and-vygotsky-
    theories
    •Thank you!

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