Week 1: Paper 1
Prompt: Evaluate the history of legal decisions made in the U.S. and their impact on education. Finish by researching and discussing the No Child Left Behind Act and the Williams 2005 Case in California. See Ovando Ariticle and Bilingual Ed Chart.
Legal decisions made in the U.S. have had a large effect on education in the United States. Throughout our country’s history, the issue of language and education have impacted the student’s in our schools.
In The Permissive Period (1700’s-1800’s) there was a large sense of identity with one’s own language and culture. Immigrant communities often lived near each other and used their first language in religious services, schools and newspapers. “Many states passed laws that authorized bilingual education.” Bilingual Research Journal, 27:1, Spring 2003, page 4. Bilingual instruction was taught in many states, however, not actively promoted.
Education took a turn during the Restrictive Period (1880’s-1960’s). Government began funding, and requiring, free education following the American Revolution. In 1877, the Jim Crow laws were passed, which segregated blacks and whites. The court case of, Plessy vs. Ferguson, in 1896, upheld these laws as long as things were “separate but equal.” During this time, the English language was promoted in schools and the “sink or swim” attitude towards English language learners began. With the Naturalization Act of 1906, literacy tests were required for immigrants that wanted to live in the United States. With the start of World War 1, the country became hostile to Germans and there was a push for one language in the United States. In, 1953, segregation was disbanded with the legal case of, Brown vs. Board of Education. It stated that minority children were not receiving an equal education opportunity and goes against the 14th amendment. The 14th amendment grants civil rights to all Americans, and forbids states from denying any person “life, liberty or property.” This case was one of the biggest legal decisions made in education and marked the end of segregation in our schools.
The Opportunistic Period (1960’s-1980’s) was marked by a shift in foreign education in the United States. World War II and the launch of the Soviet satellite, Sputnik, showed the United States that we needed to promote foreign language education. This led to the National Defense Education Act of 1958. “The goal of this act was to help the education system meet the demands posed by national security needs.” National Defense Education Act by Thomas C. Hunt. This act helped promote teaching other languages, however, it did not improve our nations appreciation of linguistic diversity. In 1964, the Civil Rights Act was passed. This Act made a tremendous change in our country. It provided equal opportunities for all, regardless of sex and race. A year later, the Naturalization Act of 1906 was revoked and the 1965 Immigration Act began. This act sought to reunite families and seek out skilled workers. The original quotas of the Naturalization Act were changed and thus a huge increase in immigration, and immigration from other countries such as: Asia, Africa and Latin America began. This brought in many other languages and cultures and, more than ever, bilingual instruction was necessary. Due to the amount of English language learners, the government created the Bilingual Education Act. This act helped our nation move towards supporting English language learners. Programs were created to help support and teach English language learners.
The Dismissive Period (1980’s-Present), began with bilingual education losing its momentum and the push to go back to “sink or swim” practices. In 1998, California voted to pass Proposition 227, which stated that “English should be the primary medium of instruction for language-minority students”. This act ended bilingual education in California. In 2000, the Eliezer Williams, et al., vs State of California, et al. (Williams) case was filed. Approximately 100 San Francisco County students filed a suit against California and the Department of Education, stating that they had not received equal access to: instructional materials, facilities and qualified teachers. In 2004, the state gave 138 million in additional funding for instructional materials, 50 million for implementation costs and 800 million to repair schools in the future.
No Child Left Behind was signed into law in 2002. This law holds schools accountable for students’ education. It promotes increasing test scores on certain populations, such as English language learners. Schools can lose their Title 1 funding if they do no perform. In 2010, 38% of schools were not making adequate progress. President Obama offered waivers to 42 states, so they don’t have to comply with all of the NCLB laws. Adjustments have been made to the law, however, it is unclear when things will be finished.
Throughout history, we have gone back and forth on bilingual education. As educators we need to continue the push to support all of our students and be advocates for all. As times change, the need for revision to our laws and educational structure will too.
Works Cited
Historical Timeline of Public Education in the US. (2006). Retrieved July 31, 2016, from https://www.raceforward.org/research/reports/historical-timeline-public-education-us
Primary Documents in American History. (n.d.). Retrieved July 31, 2016, from https://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
Hunt, T. C. (2016, March 22). National Defense Education Act. Retrieved July 31, 2016, from https://www.britannica.com/topic/National-Defense-Education-Act
History.com Staff. (2010). U.S. Immigration Since 1965. Retrieved July 31, 2016, from http://www.history.com/topics/us-immigration-since-1965
Ovando, C. J. (n.d.). Bilingual Education in the United States: Historical Development and Current Issues. Retrieved July 31, 2016, from http://www.cwu.edu/~hughesc/EDBL514Syl_files/Readings/Bilingual Ed Ovando.pdf
History of Bilingual Education in the United States. (n.d.). Retrieved July 31, 2016, from https://www.preceden.com/timelines/59492-history-of-bilingual-education-in-the-united-states
The Williams Case -- An Explanation. (n.d.). Retrieved July 31, 2016, from http://www.cde.ca.gov/eo/ce/wc/wmslawsuit.asp
No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. (n.d.). Retrieved July 31, 2016, from http://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html#Definitio
Legal decisions made in the U.S. have had a large effect on education in the United States. Throughout our country’s history, the issue of language and education have impacted the student’s in our schools.
In The Permissive Period (1700’s-1800’s) there was a large sense of identity with one’s own language and culture. Immigrant communities often lived near each other and used their first language in religious services, schools and newspapers. “Many states passed laws that authorized bilingual education.” Bilingual Research Journal, 27:1, Spring 2003, page 4. Bilingual instruction was taught in many states, however, not actively promoted.
Education took a turn during the Restrictive Period (1880’s-1960’s). Government began funding, and requiring, free education following the American Revolution. In 1877, the Jim Crow laws were passed, which segregated blacks and whites. The court case of, Plessy vs. Ferguson, in 1896, upheld these laws as long as things were “separate but equal.” During this time, the English language was promoted in schools and the “sink or swim” attitude towards English language learners began. With the Naturalization Act of 1906, literacy tests were required for immigrants that wanted to live in the United States. With the start of World War 1, the country became hostile to Germans and there was a push for one language in the United States. In, 1953, segregation was disbanded with the legal case of, Brown vs. Board of Education. It stated that minority children were not receiving an equal education opportunity and goes against the 14th amendment. The 14th amendment grants civil rights to all Americans, and forbids states from denying any person “life, liberty or property.” This case was one of the biggest legal decisions made in education and marked the end of segregation in our schools.
The Opportunistic Period (1960’s-1980’s) was marked by a shift in foreign education in the United States. World War II and the launch of the Soviet satellite, Sputnik, showed the United States that we needed to promote foreign language education. This led to the National Defense Education Act of 1958. “The goal of this act was to help the education system meet the demands posed by national security needs.” National Defense Education Act by Thomas C. Hunt. This act helped promote teaching other languages, however, it did not improve our nations appreciation of linguistic diversity. In 1964, the Civil Rights Act was passed. This Act made a tremendous change in our country. It provided equal opportunities for all, regardless of sex and race. A year later, the Naturalization Act of 1906 was revoked and the 1965 Immigration Act began. This act sought to reunite families and seek out skilled workers. The original quotas of the Naturalization Act were changed and thus a huge increase in immigration, and immigration from other countries such as: Asia, Africa and Latin America began. This brought in many other languages and cultures and, more than ever, bilingual instruction was necessary. Due to the amount of English language learners, the government created the Bilingual Education Act. This act helped our nation move towards supporting English language learners. Programs were created to help support and teach English language learners.
The Dismissive Period (1980’s-Present), began with bilingual education losing its momentum and the push to go back to “sink or swim” practices. In 1998, California voted to pass Proposition 227, which stated that “English should be the primary medium of instruction for language-minority students”. This act ended bilingual education in California. In 2000, the Eliezer Williams, et al., vs State of California, et al. (Williams) case was filed. Approximately 100 San Francisco County students filed a suit against California and the Department of Education, stating that they had not received equal access to: instructional materials, facilities and qualified teachers. In 2004, the state gave 138 million in additional funding for instructional materials, 50 million for implementation costs and 800 million to repair schools in the future.
No Child Left Behind was signed into law in 2002. This law holds schools accountable for students’ education. It promotes increasing test scores on certain populations, such as English language learners. Schools can lose their Title 1 funding if they do no perform. In 2010, 38% of schools were not making adequate progress. President Obama offered waivers to 42 states, so they don’t have to comply with all of the NCLB laws. Adjustments have been made to the law, however, it is unclear when things will be finished.
Throughout history, we have gone back and forth on bilingual education. As educators we need to continue the push to support all of our students and be advocates for all. As times change, the need for revision to our laws and educational structure will too.
Works Cited
Historical Timeline of Public Education in the US. (2006). Retrieved July 31, 2016, from https://www.raceforward.org/research/reports/historical-timeline-public-education-us
Primary Documents in American History. (n.d.). Retrieved July 31, 2016, from https://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
Hunt, T. C. (2016, March 22). National Defense Education Act. Retrieved July 31, 2016, from https://www.britannica.com/topic/National-Defense-Education-Act
History.com Staff. (2010). U.S. Immigration Since 1965. Retrieved July 31, 2016, from http://www.history.com/topics/us-immigration-since-1965
Ovando, C. J. (n.d.). Bilingual Education in the United States: Historical Development and Current Issues. Retrieved July 31, 2016, from http://www.cwu.edu/~hughesc/EDBL514Syl_files/Readings/Bilingual Ed Ovando.pdf
History of Bilingual Education in the United States. (n.d.). Retrieved July 31, 2016, from https://www.preceden.com/timelines/59492-history-of-bilingual-education-in-the-united-states
The Williams Case -- An Explanation. (n.d.). Retrieved July 31, 2016, from http://www.cde.ca.gov/eo/ce/wc/wmslawsuit.asp
No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. (n.d.). Retrieved July 31, 2016, from http://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html#Definitio
Week 2: Metacognitive Strategies and Multiple Intelligences Paper
Prompt: The CALLA approach outlines a list of Metacognitive Strategies which range from planning goals, to managing your learning, to evaluating. Review the Multiple Intelligences worksheets and take the quiz (do not turn in the quiz it will not be graded and is only for your reference). How do the metacognitive strategies and multiple intelligence theories tie into each other? How do these apply to your learning styles?
Metacognitive strategies are defined as: “methods used to help students understand the way they learn.”
Metacognitive Strategies. (n.d.). Retrieved August 07, 2016, from http://inclusiveschools.org/metacognitive-strategies/
Using these strategies helps learners understand how they learn best. Not everyone learns the same way, and by teaching these strategies a student can learn what the best strategy is for them and their learning style. Examples of metacognitive strategies are: planning and organizing, monitor and reflection, evaluation, and managing your own learning.
“The Cognitive Academic Language Learning Approach or, CALLA, is a language learning approach that specifically incorporates learning strategy instruction and is applicable to all foreign language instructional settings.” METAGOGNITIVE STRATEGIES. (n.d.). Retrieved August 07, 2016, from http://nclrc.org/about_teaching/topics/calla_learning_strat.html
The end goal of this metacognitive instructional model is for students to become independent learners, are aware of their own learning styles and can choose the strategy that best works for them. There are five steps in the CALLA instructional model. Preparation, presentation, practice, evaluation, and expansion. Kris Anstrom used the analogy of building a house, starting with the foundation, to describe the CALLA instructional model.
The first step of the CALLA instructional model, preparation, is the foundation of the house. It involves focusing on how your students learn vs. how you teach. Creating a learner centered classroom is essential in following the CALLA instructional model. Class time is spent on the process rather than product.
The second step of the CALLA instructional model, presentation, is the scaffolding or support structures of the house. This step involves teaching the strategies and practicing with the students. The teacher should be naming the strategy being introduced, modeling the strategy both visually and orally, explaining the importance and telling the students when to use.
The third step of the CALLA instructional model, practice, is where the house is taking shape and some of the scaffolding is being removed. The teacher begins to take a step back as the students become more comfortable with the strategy. He/She creates and plans lessons based on the needs of the students. Monitoring and feedback are continued to be given, but the students are practicing independently.
The fourth and fifth step of the CALLA instructional model, evaluation and expansion are very similar. The “house” has been constructed, however, it still needs maintenance and repairs. The fourth step, evaluation, “focuses on student self-evaluation of the effectiveness of the strategies they use in accomplishing specific tasks.” The teacher needs to continue to encourage and evaluate students understanding of these strategies. In the fifth step, expansion, students learn how to relate and use these strategies in other areas of their lives. The teacher may brainstorm ideas with the class on areas that the strategies can be applied.
“The Multiple Intelligence theory suggests that no one set of teaching strategies will work best for all students at all times.” There are 7 different multiple intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal. Everyone has all 7 multiple intelligences, however, the level of competence can be different for each one. With encouragement and support, levels of competence can be raised for any of the 7 multiple intelligences.
Students that are linguistic, enjoy words, reading and writing. Logical-mathematical students, enjoy puzzles and figuring things out. Spatial students are artistic and imaginative while musical students enjoy anything to do with music. Interpersonal students are your leaders, they are very social and outgoing and Intrapersonal students are your quiet ones that set goals and like to be alone.
Multiple intelligences theories and metacognitive strategies are very different however they both are ways to help someone learn. When we are discussing multiple intelligences, we are talking about someone’s intelligence and with metacognitive strategies we are describing ways to help someone learn. When we use metacognitive strategies, we can improve our multiple intelligences. So, using them together can be an important aspect to our learning process.
Each year I have a new group of children, all of whom are very different. Some of them need to learn their letters by drawing them out in salt, others see it once and then know it. Understanding that each student is different and that it is my job to find the best way that they learn is essential for their success. Since my students are kindergarteners they aren’t quite ready for the complete CALLA approach, but with support we can start the process.
When I took the multiple intelligence test, it showed that I was musical, with my next highest intelligences being linguistic, interpersonal and spatial. I was very surprised with the results as I consider myself very kinesthetic and intrapersonal. I agree that I am musical as when something is set to music I can remember it, but when it is in writing or in lecture form, I struggle. My lowest area was logical-mathematical which I completely agree with. I do not learn well with puzzles and exploration.
Works Cited
Metacognitive Strategies. (n.d.). Retrieved August 07, 2016, from http://inclusiveschools.org/metacognitive-strategies/
METAGOGNITIVE STRATEGIES. (n.d.). Retrieved August 07, 2016, from http://nclrc.org/about_teaching/topics/calla_learning_strat.html
Multiple Intelligence Worksheets, Excerpted from Armstrong, T. Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (1994).
Metacognitive strategies are defined as: “methods used to help students understand the way they learn.”
Metacognitive Strategies. (n.d.). Retrieved August 07, 2016, from http://inclusiveschools.org/metacognitive-strategies/
Using these strategies helps learners understand how they learn best. Not everyone learns the same way, and by teaching these strategies a student can learn what the best strategy is for them and their learning style. Examples of metacognitive strategies are: planning and organizing, monitor and reflection, evaluation, and managing your own learning.
“The Cognitive Academic Language Learning Approach or, CALLA, is a language learning approach that specifically incorporates learning strategy instruction and is applicable to all foreign language instructional settings.” METAGOGNITIVE STRATEGIES. (n.d.). Retrieved August 07, 2016, from http://nclrc.org/about_teaching/topics/calla_learning_strat.html
The end goal of this metacognitive instructional model is for students to become independent learners, are aware of their own learning styles and can choose the strategy that best works for them. There are five steps in the CALLA instructional model. Preparation, presentation, practice, evaluation, and expansion. Kris Anstrom used the analogy of building a house, starting with the foundation, to describe the CALLA instructional model.
The first step of the CALLA instructional model, preparation, is the foundation of the house. It involves focusing on how your students learn vs. how you teach. Creating a learner centered classroom is essential in following the CALLA instructional model. Class time is spent on the process rather than product.
The second step of the CALLA instructional model, presentation, is the scaffolding or support structures of the house. This step involves teaching the strategies and practicing with the students. The teacher should be naming the strategy being introduced, modeling the strategy both visually and orally, explaining the importance and telling the students when to use.
The third step of the CALLA instructional model, practice, is where the house is taking shape and some of the scaffolding is being removed. The teacher begins to take a step back as the students become more comfortable with the strategy. He/She creates and plans lessons based on the needs of the students. Monitoring and feedback are continued to be given, but the students are practicing independently.
The fourth and fifth step of the CALLA instructional model, evaluation and expansion are very similar. The “house” has been constructed, however, it still needs maintenance and repairs. The fourth step, evaluation, “focuses on student self-evaluation of the effectiveness of the strategies they use in accomplishing specific tasks.” The teacher needs to continue to encourage and evaluate students understanding of these strategies. In the fifth step, expansion, students learn how to relate and use these strategies in other areas of their lives. The teacher may brainstorm ideas with the class on areas that the strategies can be applied.
“The Multiple Intelligence theory suggests that no one set of teaching strategies will work best for all students at all times.” There are 7 different multiple intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal. Everyone has all 7 multiple intelligences, however, the level of competence can be different for each one. With encouragement and support, levels of competence can be raised for any of the 7 multiple intelligences.
Students that are linguistic, enjoy words, reading and writing. Logical-mathematical students, enjoy puzzles and figuring things out. Spatial students are artistic and imaginative while musical students enjoy anything to do with music. Interpersonal students are your leaders, they are very social and outgoing and Intrapersonal students are your quiet ones that set goals and like to be alone.
Multiple intelligences theories and metacognitive strategies are very different however they both are ways to help someone learn. When we are discussing multiple intelligences, we are talking about someone’s intelligence and with metacognitive strategies we are describing ways to help someone learn. When we use metacognitive strategies, we can improve our multiple intelligences. So, using them together can be an important aspect to our learning process.
Each year I have a new group of children, all of whom are very different. Some of them need to learn their letters by drawing them out in salt, others see it once and then know it. Understanding that each student is different and that it is my job to find the best way that they learn is essential for their success. Since my students are kindergarteners they aren’t quite ready for the complete CALLA approach, but with support we can start the process.
When I took the multiple intelligence test, it showed that I was musical, with my next highest intelligences being linguistic, interpersonal and spatial. I was very surprised with the results as I consider myself very kinesthetic and intrapersonal. I agree that I am musical as when something is set to music I can remember it, but when it is in writing or in lecture form, I struggle. My lowest area was logical-mathematical which I completely agree with. I do not learn well with puzzles and exploration.
Works Cited
Metacognitive Strategies. (n.d.). Retrieved August 07, 2016, from http://inclusiveschools.org/metacognitive-strategies/
METAGOGNITIVE STRATEGIES. (n.d.). Retrieved August 07, 2016, from http://nclrc.org/about_teaching/topics/calla_learning_strat.html
Multiple Intelligence Worksheets, Excerpted from Armstrong, T. Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (1994).
Week 3 - Zone of Proximal Development Paper
Prompt: All views of cognitive development are closely linked to language and its development. Behaviorism, social cognitive theory, and nativist theory explain language development differently; each contributes unique perspectives on this process. Children progress from one- and two-word utterances to elaborate language that involves complex sentence structures by the time they reach school.
Lev Vygotsky offered an alternative view to development. His theory focuses heavily on language and social interaction, and the role they play in helping learners acquire an understanding of the culture in which they live. Learners within Vygotsky's Zone of Proximal Development can profit from instructional scaffolding in the form of modeling, questions, prompts, and cues.
Explain how this may be evident in your classroom methods and instructional techniques to respond to this challenge of providing proficiency in the L2 language.
Two of the biggest named theorists of cognitive development are Jean Piaget and Lev Vygotsky. In college, I studied both of these theorists in my studies of child development. I was a true believer of Jean Piaget at that time, long before I had my own children, and before I was a teacher. However, after observing children for the past 20 years, I believe that both theorists make interesting observations. Piaget believed “that the development of thinking and language could be traced back to actions, perceptions and imitations by little children, where Vygotsky believed that there was a strong connection between learning language, social interaction and the development of thinking.” Piaget also believed in learning on one’s own whereas Vygotsky believed in the importance of a teacher in cognitive development. The importance of a teacher in the development of cognitive development is described through the zone of proximal development.
Vygotsky’s Zone of Proximal Development, “often abbreviated as ZPD, is an area of learning that occurs when a person is assisted by a teacher or peer with a skill set higher than that of the subject. The person learning the skill set cannot complete it without the assistance of the teacher or peer. The teacher then helps the student attain the skill the student is trying to master, in hopes that the teacher will no longer be needed for that task.
It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life.” Zone of proximal development. (n.d.). Retrieved August 09, 2016, from https://en.m.wikipedia.org/wiki/Zone_of_proximal_development
Teachers can apply the zone of proximal development by building on a child’s prior knowledge, scaffolding instruction and applying the new knowledge to a child’s prior knowledge. In the classroom, scaffolding of instruction using techniques such as: modeling, questioning, think-pair-share, prompts and cues, are beneficial to students. “Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk.” 6 Scaffolding Strategies to Use With Your Students. (2011). Retrieved August 10, 2016, from http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Breaking apart learning by modeling a lesson is extremely important technique. Many students understand best by observing rather than listening. An example of modeling a lesson would be, using a think aloud. A think aloud allows the teacher to model critical thinking processes out loud to students. Providing students with opportunities to see critical thinking is essential to their development.
Another scaffolding technique that can be used in the classroom is: think, pair, share. This technique involves students working together in small groups to discuss a topic. Students articulate the objective to another student that is working on the same objective. Working through a lesson with someone else lends itself to better comprehension and is often more comfortable for a student rather than in a whole group.
English Language Learners (ELL) learn best with visual scaffolding. Using visual cues for instruction, vocabulary etc. help make learning more understandable. ELL students often get bored when they are unable to understand and by using visuals they become more engaged with lessons. Using gestures and role playing is an important technique to use with English Language Learners as well. According to Vygotsky, students use of gestures in play give things meaning in their world. The social interaction, language and problem solving involved are all critical for the ELL student.
Works Cited
Zone of proximal development. (n.d.). Retrieved August 09, 2016, from https://en.m.wikipedia.org/wiki/Zone_of_proximal_development
A. (n.d.). Difference between Piaget and Vygotsky Theories. Retrieved August 10, 2016, from http://theydiffer.com/difference-between-piaget-and-vygotsky-theories/
6 Scaffolding Strategies to Use With Your Students. (2011). Retrieved August 10, 2016, from http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
ESL workshop: Scaffolding theory. (n.d.). Retrieved August 10, 2016, from http://esl.fis.edu/teachers/fis/scaffold/page1.htm
Mccafferty, S. G. (2002). Gesture and Creating Zones of Proximal Development for Second Language Learning. The Modern Language Journal Modern Language J, 86(2), 192-203. doi:10.1111/1540-4781.00144
Lev Vygotsky offered an alternative view to development. His theory focuses heavily on language and social interaction, and the role they play in helping learners acquire an understanding of the culture in which they live. Learners within Vygotsky's Zone of Proximal Development can profit from instructional scaffolding in the form of modeling, questions, prompts, and cues.
Explain how this may be evident in your classroom methods and instructional techniques to respond to this challenge of providing proficiency in the L2 language.
Two of the biggest named theorists of cognitive development are Jean Piaget and Lev Vygotsky. In college, I studied both of these theorists in my studies of child development. I was a true believer of Jean Piaget at that time, long before I had my own children, and before I was a teacher. However, after observing children for the past 20 years, I believe that both theorists make interesting observations. Piaget believed “that the development of thinking and language could be traced back to actions, perceptions and imitations by little children, where Vygotsky believed that there was a strong connection between learning language, social interaction and the development of thinking.” Piaget also believed in learning on one’s own whereas Vygotsky believed in the importance of a teacher in cognitive development. The importance of a teacher in the development of cognitive development is described through the zone of proximal development.
Vygotsky’s Zone of Proximal Development, “often abbreviated as ZPD, is an area of learning that occurs when a person is assisted by a teacher or peer with a skill set higher than that of the subject. The person learning the skill set cannot complete it without the assistance of the teacher or peer. The teacher then helps the student attain the skill the student is trying to master, in hopes that the teacher will no longer be needed for that task.
It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life.” Zone of proximal development. (n.d.). Retrieved August 09, 2016, from https://en.m.wikipedia.org/wiki/Zone_of_proximal_development
Teachers can apply the zone of proximal development by building on a child’s prior knowledge, scaffolding instruction and applying the new knowledge to a child’s prior knowledge. In the classroom, scaffolding of instruction using techniques such as: modeling, questioning, think-pair-share, prompts and cues, are beneficial to students. “Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk.” 6 Scaffolding Strategies to Use With Your Students. (2011). Retrieved August 10, 2016, from http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Breaking apart learning by modeling a lesson is extremely important technique. Many students understand best by observing rather than listening. An example of modeling a lesson would be, using a think aloud. A think aloud allows the teacher to model critical thinking processes out loud to students. Providing students with opportunities to see critical thinking is essential to their development.
Another scaffolding technique that can be used in the classroom is: think, pair, share. This technique involves students working together in small groups to discuss a topic. Students articulate the objective to another student that is working on the same objective. Working through a lesson with someone else lends itself to better comprehension and is often more comfortable for a student rather than in a whole group.
English Language Learners (ELL) learn best with visual scaffolding. Using visual cues for instruction, vocabulary etc. help make learning more understandable. ELL students often get bored when they are unable to understand and by using visuals they become more engaged with lessons. Using gestures and role playing is an important technique to use with English Language Learners as well. According to Vygotsky, students use of gestures in play give things meaning in their world. The social interaction, language and problem solving involved are all critical for the ELL student.
Works Cited
Zone of proximal development. (n.d.). Retrieved August 09, 2016, from https://en.m.wikipedia.org/wiki/Zone_of_proximal_development
A. (n.d.). Difference between Piaget and Vygotsky Theories. Retrieved August 10, 2016, from http://theydiffer.com/difference-between-piaget-and-vygotsky-theories/
6 Scaffolding Strategies to Use With Your Students. (2011). Retrieved August 10, 2016, from http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
ESL workshop: Scaffolding theory. (n.d.). Retrieved August 10, 2016, from http://esl.fis.edu/teachers/fis/scaffold/page1.htm
Mccafferty, S. G. (2002). Gesture and Creating Zones of Proximal Development for Second Language Learning. The Modern Language Journal Modern Language J, 86(2), 192-203. doi:10.1111/1540-4781.00144