Week 3-2 Post

1. Week 3-2: Leave a 30-word micro session summary.

 Vygotsky’s Social Constructivism perspective focuses on the social nature of cognition. Three concepts are key to this theory: the Zone of Proximal Development (ZPD), More Knowledgeable Other, and scaffolding. Language and culture are also essential to knowledge and understanding reality.

2. What is learning from Vygotsky’s Social Constructivism perspective?

Learning is the result of a collaborative process and is essentially a social phenomenon. Vygotsky believed that language helps learners work through problems and is necessary for cognition. Teachers must understand their students’ ZPD and work within that zone. Scaffolding is the process of helping a student master a concept independently by “fading” assistance and allowing the student to become responsible for mastering a concept.

3. What are the big things that you learned about Vygotsky’s Social Constructivism?

I found the concept of scaffolding interesting. A teacher must constantly monitor a student’s ZPD, and try to expand it. Asking well-timed questions is an important form of assistance and can show a teacher a lot about a student’s learning. I like how scaffolding encourages students to find their own solutions, but within their abilities. However, scaffolding seems manageable with a few students. What are some strategies for teacher who have 20-30 students? Is scaffolding possible at the college level with large lecture classes? This concept seems very individualized, which seems like a challenge for teachers. I now have a better understanding of the challenges teachers face trying to provide the best method of instruction to their students!

4. Do you think Vygotsky’s Social Constructivism demonstrates your own beliefs in how human learning occurs well? If so/not, why?

I agree part of learning happens in social contexts, and I do benefit from scaffolding and becoming more independent with my learning. However, Vygotsky’s theory ignores the importance of the individual. I’ve learned a lot from my personal understanding of ideas, not necessarily from collaboration with others. I think it’s possible to learn separate from a group. Not all learners benefit from group interactions. In addition, I like how the ZPD challenges students in their learning, but in a way that is within their abilities. However, the ZPD is still vague and doesn’t fully explain how you define a student’s ZPD and what strategies to use to find it.  

5. Do you have any questions or concerns about course learning? 

Not this week!

6. Week 3-2 Activity Completion Check

(Copy and paste the table below into your blog refection)

	Modules	Topics  & Activity	Check ✓ if Completed
Week 3	Week 3-2 *Due by July 31 at 10:59 am	1) Week 3-2 Reading Quiz	✓
		2) Week 3-2 Discussion Forum: One initial response & two peer feedback replies	✓
		3) Week 3-2 Personal Blog Reflection	✓

#7. Social Blog Activity: visit your peers' blogs and provide two feedback comments!

Sammi Mahoney's Blog

Hi Sammi,

You did a great job explaining cognitive constructivism theory and Piaget’s perspective on learning. Your images were clear and helpful. I really liked the mini experiment you did when babysitting, and that’s great you could see Piaget’s theory illustrated in real life. 

Great post and thanks for sharing!

Elizabeth

Sadie Robinson's Blog

Hi Sadie,

Great job explaining cognitive constructivism perspective and how learning from this approach is based more on intrinsic value. I agree that Piaget does focus a lot on early developmental stages and the basic concepts children acquire. But if we think about his concepts broadly, such as how we organize information through schemas and the processes of assimilation and accommodation, we can think of ways to apply this theory to secondary education. 

Great post and thanks for sharing!

Elizabeth