Vygotskys Zone of Proximal Development ZPD Don Martin

Vygotsky’s Zone of Proximal Development (ZPD) Don Martin EPSY 6304 Cognition and Development UT-Brownsville Professor Garcia By Presenter. Media. com

• Zone of Proximal Development Objectives • • After attending this lecture and studying the associated materials the learner will: • Define the Zone of Proximal Development (ZPD) • Define Problem Based Learning (PBL) • Define Task Centered Learning (TCL) • Define Instructional Scaffolding Problem Based Learning – originated in Medical Schools Task Centered Learning – Merrill’s First Principles of Instruction

• Zone of Proximal Development Objectives • • After attending this lecture and studying the associated materials the learner will: • Differentiate PBL from TCL • 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 • • After attending this lecture and studying the assigned materials the learner will: • Relate the principles of PBL and TCL • 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 • • After attending this lecture and studying the associated materials the learner will: • Propose a PBL or TCL strategy to optimize learner Problem Based Learning – originated in Medical Schools effectiveness • 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 – 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 • 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. • The best and most effective use of instructional scaffolding: • • 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 • A Constructivist approach to learning • Student-centered • Knowledge is socially and individually constructed • Understanding situated within a specific context TASK CENTERED LEARNING • 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 • 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 • 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 • 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 • 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 • 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 • 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

• Zone of Proximal Development Activity • 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? " •

• Zone of Proximal Development References • • • Francom, G. , & Gardner, J. (2013). How task -centered 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 • • • 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.