zones of proximal development
Williams (2010) takes a direct quote from Vygotsky:
"The only ‘good learning’ is that which is in advance of development. For us, it is far more important to teach the child how to eat than to feed him. In just the same way, in education it is far more important to teach the child how to think than to communicate various bits of knowledge to him." — Vygotsky
In discussing Vygotsky’s Zone of Proximal Development Harland (2003) raises three important areas of inquiry.
(in the Zone of Current Development).
Harland (2003) makes strong reference to a key factor in learning being that of the students current knowledge, ascertaining this and teaching accordingly. Using problem based learning with tutor guidance and through observation eventually allowing the learners Independence into constructing there own Problem based learning. Harland mentions the importance of allowing for a genuine environment that is relevant, realistic and engaging rather then one created by the tutor. Because our students physically build a house that is eventually sold to a client, we are in an ideal situation to form a “real” learning environment, but we still need to expose them to all the key elements that make it “real”, such as direct responsibility for the project and allowing them freedom to make error in judgement. This is where deep development and critical analysis can take place (in the Zone of Proximal Development). This is also the part that we want to be able to capture and re use, re discuss and re evaluate. In the last area of inquiry Harland discusses (the more capable peer) when using problem based learning and the value of peer discussion. The common metaphor ‘scaffolding’ is again used and how the teacher will help scaffold the learning then eventually dissolve so that new scaffolding/knowledge can be built for the next generation.
A quote found in Harland (2003)
Encouraging students to take responsibility for their own learning is very important but I think there is, perhaps, a fine balance between chaos and students learning for themselves. It is a fine balancing act as facilitators to the students’ learning process that is difficult to achieve. I think it takes an amount of understanding and empathy towards students and to the multiplicity of ways in which students learn Tutor (1999)
I agree that we should let student peers help, discuss, and teach each other, and often through discussing something you only half understand with some one can then often lead to a learner fully understanding. But it is a fine balance between chaos and students learning for themselves and diagnostic teaching is now something we have to pay very close attention
Harland, T. (2003). "Vygotsky's Zone of Proximal Development amd Problem-based Learning: linking a theoretical concept with practice through action research." Teaching in Higher education
8(2): 263-272.
Williams, S. (2010). "Vygotsky's Zone of Proximal Development." from http://www.oriontransfer.co.nz/blog/2010-05/zone-of-proximal-development/index.
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