Image by A portfolio by Wiley H. Jackson from https://www.wyiteach.com/2020/07/28/who-was-vygotsky-and-what-is-the-zpd/
What is The Zone of Proximal Development?
Lev Vygotsky's Zone of Proximal Development (ZPD) is a theory highlighting the range between what a learner can do independently and what they can achieve with guidance. It emphasizes the importance of scaffolding and support from more knowledgeable others, such as teachers or peers, to help learners grasp concepts just beyond their current understanding.
What is scaffolding and how dose it support learning?
Scaffolding supports learning by providing a structured framework of assistance that helps learners build their understanding, skills, and competence in a particular subject or task. Learners can achieve more with the help of a knowledgeable person (often a teacher, peer, or mentor) who guides them through tasks that they couldn't complete on their own.
In essence, scaffolding provides a bridge that connects what learners already know with what they need to learn. It respects the learner's current abilities while providing just the right amount of support to facilitate growth and mastery.
How might a foreign language teacher apply some of Lev Vygotsky's ideas about scaffolding and direct instruction in the classroom?
1. Scaffolding: The support and assistance provided by a teacher or more knowledgeable peer to help a learner accomplish a task that they wouldn't be able to do independently. Scaffolding involves providing temporary support to learners as they work towards mastering a task or concept. It is about tailoring instruction to a student's current level of competence and gradually withdrawing support as the student becomes more independent. In a foreign language classroom, scaffolding can be applied as follows:
Modeling: The teacher demonstrates the task or skill to show how it's done correctly.
Questioning: The teacher asks leading questions that prompt the learner's thinking and guide them toward the right answers.
Think-Alouds: The teacher verbalizes their thought process while working on a task, making their problem-solving strategies visible to the learner.
Providing Examples: Presenting examples and non-examples to clarify concepts and illustrate correct approaches.
Breaking Tasks: Breaking down complex tasks into smaller, manageable steps or small chunks.
Feedback: Offering constructive feedback to highlight strengths and areas for improvement.
Gradual Withdrawal: Reducing the level of support as the learner becomes more capable, eventually allowing them to perform the task independently.
Collaboration: Encouraging peer collaboration and group work to facilitate shared learning.
2. Direct Instruction: Direct instruction involves structured and explicit teaching of skills and concepts. It's a teacher-centered approach that can be effective in language classrooms when used appropriately:
1) I do (Teacher-Centered):
Clear Objectives: Clearly state the learning objectives for each lesson. Let students know what they are expected to achieve by the end of the lesson.
Step-by-Step Explanation: Break down complex language concepts into smaller, manageable steps. Present these steps in a clear and organized manner to avoid overwhelming students.
Explicit Teaching (明確教學): Teach grammar rules, vocabulary, and language structures directly.
Providing Examples: Provide explanations, examples, and non-examples to ensure a deep understanding.
2) We do (Guided Practice):
This step offers support as students begin to apply what they've learned.
Guided practice: After explaining concepts, engage students in guided practice activities.
Supervision: Students work through exercises as a group under your supervision.
3) You do (Student-Centered):
Encourages self-directed learning and problem-solving
Independent Practice: Assign independent exercises or tasks to allow students to apply knowledge.
Gradual Withdrawal: Students demonstrate their understanding without immediate guidance.
4) Review and Assessment: Regularly review previously taught material and assess students' progress. This helps reinforce learning and identify areas that may need further clarification.
Remember, a balanced approach that combines scaffolding and direct instruction with interactive and communicative activities will likely yield the best results. As students become more proficient, gradually reduce the amount of scaffolding and increase opportunities for independent expression and communication in the target language.
Example Activity: Social interactions with more knowledgeable individuals
Teamwork with Peer tutoring: Create groups for game-based learning activities, the teacher consider students' strengths and weaknesses to create heterogeneous groups where students can support from each other. For example, a student who is strong in one area but weak in another can work with a student who has opposite strengths and weaknesses.
This allows for peer learning, which is an important aspect of the Zone of Proximal Development. Children learn best when they can interact with their peers, share their knowledge, and receive feedback from their peers.
References:
Cherry, K. (2023, July 6). How Vygotsky Defined the Zone of Proximal Development. Verywell Mind. https://www.verywellmind.com/what-is-the-zone-of-proximal-development-2796034
Comments