1. Vygotsky’s Zone of Proximal Development (ZPD) Don Martin EPSY 6304 Cognition and Development UT-Brownsville Professor Garcia By PresenterMedia.comPresenterMedia.com

2. After attending this lecture and studying the associated materials the learner will: Define the Zone of Proximal Development (ZPD) Define Problem Based Learning (PBL) Define Task Centered Learning (TCL) Define Instructional Scaffolding Objectives Zone of Proximal Development Task Centered Learning – Merrill’s First Principles of Instruction Problem Based Learning – originated in Medical Schools

3. After attending this lecture and studying the associated materials the learner will: Differentiate PBL from TCL Explain the rationale for using TCL vs. PBL Objectives Zone of Proximal Development Task Centered Learning – Merrill’s First Principles of Instruction Problem Based Learning – originated in Medical Schools

4. After attending this lecture and studying the assigned materials the learner will: Relate the principles of PBL and TCL Apply ZPD concepts to a classroom situation Objectives Zone of Proximal Development Task Centered Learning – Merrill’s First Principles of Instruction Problem Based Learning – originated in Medical Schools

5. After attending this lecture and studying the associated materials the learner will: Propose a PBL or TCL strategy to optimize learner effectiveness Given an objective, devise an appropriate classroom unit using a PBL or TCL strategy Objectives Zone of Proximal Development Task Centered Learning – Merrill’s First Principles of Instruction Problem Based Learning – originated in Medical Schools

6. Definition – Vygotsky (1978): “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. (p. 86). Zone of Proximal Development ZPD Definition

7. Instructional scaffolding is: A learning process designed to promote a deeper level of learning The support given during the learning process which is tailored to the needs of the learner Intended to help the learner achieve his/her learning goals (Sawyer, 2006) Zone of Proximal Development Scaffolding Definition

8. The best and most effective use of instructional scaffolding: Helps the learner figure out the task at hand on their own Provides an effective learning environment Scaffolding = Support Effective when it contributes to the learning environment Effective  scaffolding is gradually added, then modified, and finally removed according to the needs of the learner Instructional scaffolding gradually removed Scaffolding should never be in place permanently Goal should be for the student to no longer need scaffolding Zone of Proximal Development Scaffolding, cont.

9. PROBLEM BASED LEARNING A Constructivist approach to learning Student-centered Knowledge is socially and individually constructed Understanding situated within a specific context A model of teaching and learning Uses real-world tasks Constructs learning - cognitive information processing approach Tasks are contextualized to subject matter of class and demonstrated by Facilitator Tasks may be simple or complex depending on developmental level of learner and level of instructional content TASK CENTERED LEARNING Zone of Proximal Development PBL and TCL Defined and Differentiated, cont.

10. PROBLEM BASED LEARNING A Constructivist approach to learning Learning achieved through problem solving Learners work in groups Facilitators (instructors) guide learners as opposed to teaching them A model of teaching and learning As a task is completed a new task of greater complexity is introduced. New content, skills and strategies necessary to complete the next task are introduced When the instructor has provided sufficient scaffolding of the content to provide the learners with necessary tools to complete the task they are given the assignment to complete the task to the best of their abilities. TASK CENTERED LEARNING Zone of Proximal Development PBL and TCL Defined and Differentiated, cont.

11. PROBLEM BASED LEARNING A Constructivist approach to learning Problem forms the basis for learning Group organizes resources and focuses on problem – stimulates learning Results in development of problem solving skills A model of teaching and learning Upon completion of the task the learner is given a new and more difficult task and the process begins again. Each task builds on the previous task in content and complexity. Successive tasks may require more knowledge or they may need to be completed with less support from the instructor. TASK CENTERED LEARNING Zone of Proximal Development PBL and TCL Defined and Differentiated, cont

12. PROBLEM BASED LEARNING A Constructivist approach to learning Stimulates cognitive process New knowledge created through self directed learning Assists learners in seeing the relevance of learning to future roles A model of teaching and learning TCL –Utilizes a cognitive apprenticeship approach Requires a “Master” (Instructor) and “Apprentice” (Learner) Instructor removes scaffolding support as learner progresses Tasks become more difficult as skill and confidence increases TASK CENTERED LEARNING Zone of Proximal Development PBL and TCL Defined and Differentiated, cont

13. Problem Based Learning: Process 1 – Epistemological Influences Process 2 – Goals Process 3 – Prescriptions Zone of Proximal Development PBL Characteristics

14. Task Centered Learning: Process 1 – Epistemological Influences Process 2 – Goals Process 3 – Prescriptions Zone of Proximal Development TCL Characteristics

15. Zone of Current Development can be expanded The potential for the expansion of ZCD is the Zone of Proximal Development The interaction between peers in PBL or TCL is one aspect of learning common to both PBL and TCL PBL and TCL can be effective forms of scaffolding in the ZPD PBL and TCL are very similar and often confused Zone of Proximal Development Conclusions

16. Working in small groups of 3 to 4 develop a PBL or TCL activity for this course. Answer the following questions: After a brief small-group discussion and reflection, engage the larger group of participants in conversation about what you learned. Post your thoughts to the Discussion Board. Ideas for post-viewing questions include: "What steps did the learners take to work on their project?" "What curriculum standards did the learners meet through work on their project?" "What is the role of the instructor in PBL/TCL?" Zone of Proximal Development Activity

17. Francom, G., & Gardner, J. (2013). How task- centered learning differs from problem- based learning: Epistemologies, influences, goals, and prescriptions. Educational Technology Magazine, 53(3), pp. 33-38. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59 Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on Technology in Education, 40(1), 5–22. Zone of Proximal Development References

18. Sawyer, R. Keith. (2006). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wass, R, Harland, T, & Mercer, A (2011). Scaffolding critical thinking in the Zone of Proximal Development. Higher Education Research and Development, 30(3), 317-328. Zone of Proximal Development References