Vygotsky and Constructivism Mona Bonde Nantana Wongtanasirikul Degi Young

Vygotsky and Constructivism Constructivist Theory learning is considered to be the active creation of knowledge structures from personal experience. Vygotsky Our personal experiences are based on our social cultural history and our interaction within that culture.

Vygotsky and Constructivism The zone of proximal development is an underlying method of instruction in both theories. In the zone of proximal development, the child is able to perform tasks with assistance from a more knowledgeable person, this can be an instructor or a peer.

Vygotsky and Constructivism Instructional Implications Critical thinking Allows the students to experience what they learn, this method can prove to be more effective if done within the students social environment.

Vygotsky and Constructivism The instructor must: Be aware of the social culture Know more than the student Reduce the guidance given to the student Allow students to work in groups Motivate the students to find a solution to problems Incorporate tasks that inspire active experimentation or peer to peer interaction Allow students to ask questions and consider their questions and interests of value. Ask open ended questions

Vygotsky and Constructivism

Terminal Objective: To prepare students to participate in the annual Fruit Tasting Festival in Thailand Enabling Objective The student will be able to identify a particular Thai fruit. The student will be able to determine whether or not the fruit is ready to eat. The student will be able to bargain in a culturally accepted manner with the fruit vendor. The student will be able to prepare and eat the fruit in a culturally conventional manner.

Vygotsky and Constructivism