1. Zones of proximal development vygotsky
Harry, Jen, Lisa, Neil

2. Introduction Explanation of Vygotsky‘s Theory Scaffolding
Practical application
Interference
Conclusion

3. Zones of Proximal Development
"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, mind in society, 1978, p. 86).
Interaction on a task between competent and less competent person so that eventually the less competent person can do the task independently

4. Childhood Development
Explanation of a single process of self-development
Considers the Child as a whole
Childhood is split into identifiable age periods
Understanding development as a process of formation of new psychological functions
Difference between Childs current capabilities, their needs and desires and the demands and possibilities of the environment.
Zones of proximal development used to analyse transition from one age period to another by identifying what capabilities the child already has and what functions need to be developed in order to transition to next developmental stage.
Not initially a teaching theory for acquiring new skills but a Developmental theory

5. Educational Model How are new skills acquired
What can we do to assist students in acquiring skills
Where is the student at now? What is the goal?
A steady decline in teacher responsibility for task completion and increase in students

7. 4 Stages 1. Other assisted 2. Self assisted 3. Competent
4. Deautomisation

8. Scaffolding Means of assisting Modelling 2. Feedback 3. Instructing
Modelling- serve as a role model for behaviours
Feedback- give a standard to which students can try to attain- encourage internal judgement
Instructing- Outline lines, charts, forms that can be used initially but eventually should not be needed
Questioning- find out where students need assistance and provide help early. To encourage shared learning
Cognitive structuring- concept mapping
4. Questioning
5. Cognitive Structuring

9. Modelling Serve as a role model
Demonstrate an immediate expert modelling if students are struggling in situations that exceed there current knowledge or skills

10. Feedback Compare to a standard Appraise students
Encourage self appraisal
“Think aloud” techniques
M&M data

11. Instructing Guided notes Video instruction
If instructions are too authoritian – can provoke opposition

12. Questioning
Linguistic means with a response – provokes creativity in the learner
Can help assess where learning is needed

13. Cognitive structuring
Belief structures to organize and justify
Concept map
Grouping and sequencing