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SocialDevelopment

Page history last edited by PBworks 16 years ago
Lev Vygotsky – Social Development
Psychologist Lev Vygotsky focuses on the precept that social interaction precedes development and that consciousness and cognition are the end product of socialization and social behavior (http://www.learning-theories.com/vygotskys-social-learning-theory.html). Vygotsky believes that “young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema places more emphasis on social contributions to the process of development” indicating that learning takes place through the socialization process (http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html).
The majority of the skills acquired by children occur through the mimicking of a model. A child mimics her parents’ language and speech patterns. The child mimes the older sibling by following the sibling
Two of the principles of Vygotsky’s Social Development Theory include the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). The MKO “refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept” whether it is an adult, peer, or even an electronic tutor (http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html). In today’s electronic age, the MKO could even be a teenager who is more knowledgeable than the adult in regards to computers and IPods.
In Vygotsky’s concept of the Zone of Proximal Development, the focus is on the” difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner” and how they are able to apply that gained knowledge (http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html). A student may know how to add but have no understanding of the concept of multiplication. The MKO may use the concepts of addition to illustrate how addition and multiplication are related. The student builds or scaffolds upon his prior knowledge of addition to work up to multiplication with the help of the MKO. The ZPD allows the new step to be achieved in the understanding of mathematics. Once the student is able to perform the complex activity without using MKO, the scaffolding is removed (Bodrova and Leong, 1996)
Vygotsky’s precepts state that “cognitive processes (language, thought, reasoning) develop through social interaction” (http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html). A child learns the word “cookie” through repetition and the identification of the object by the word. The next step in development is the thought process, “I want a cookie.” The final step is the reasoning behind the desire, the inner speech expressing, “I am hungry; therefore I want a cookie to satisfy my hunger.” The cognitive development of children is powered by socialization. He also believes that “social learning precedes development and that every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)” (http://www.learning-theories.com/vygotskys-social-learning-theory.html).
The importance of Vygotsky’s theory within the classroom is the scaffolding of prior knowledge and the focus on modelling. Students learn from us through our knowledge, expertise and examples. Understanding Vygotsky’s theory of social development can help us to understand our role as teachers and how students learn.
Other helpful resources:
Works Cited

Learning Theories Knowledgebase (2008). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved January 21st, 2008 from http://www.learning-theories.com/vygotskys-social-learning-theory.html

Lev Vygotsky (1896-1934). Retrieved January 23, 2008, from Simply Psychology Web site: http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html

 

Lesson Plan

 
Subject: English Literature
Grade: 9-12
Duration: Two 45 minutes and outside of class
Theme: Transforming student’s minds and heightening their horizons through media.
Focus Question: Do you think it is difficult to differentiate between facts and opinions, why of why not?
 
Purpose/Content
 
Students will be introduced to the differences between facts and opinions within their own writing. I believe this lesson is important because student will become informed readers, better able to differentiate between an author's opinion versus facts in any genre of reading. This lesson will allow students become investigators whereas they will be more aware of what they read and not.
 
 
Standards:
 

GA-GPS.ELA9RC4 
STANDARD: The student establishes a context for information acquired by reading across subject areas.
GA-GPS.ELA9W2.2 
STANDARD: The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently;

 
 
Learning Goals/Outcomes
 
I would like for my students to understand that their is more to reading than just calling words on paper. I want them to make the connection that no matter what genre of literature you read one most ask and analyze what they have read to ascertain meaning but that no one perspective is right because reading is subjective. Once the student learners the tolls necessary to complete the assignment they can then take these lessons and apply it towards their everyday lives. For example, one student may choose to rethink a decision he or she is about to make, thereby they become critical thinkers. (CFP 1,2,7,8)
 
 
Lesson Objectives
 
Students will
  • Classify story elements as setting, character, plot, and motive.
  • examine the difference between facts and opinions.
  • Construct a graph to illustrate the difference between fact and opinion
  • apply understanding of story elements through writing of news articles.
  • Conduct a debate about an issue of special interest. (CFP 1,7)
Assessments
 
Students will be assessed on:
  • Their perceptive of story elements based on their own personal and group's notes.
  • Their ability to apply what they have learned by producing a news article for the school paper as a group.
  • their ability to work in groups and manage class time (CFP 1,4,5,6,8)
 
 
Introduction/hook
 
 I would gain the students interest and attention in the lesson by displaying news article clippings on each students desk. Name plates will be placed at each desk signifying that they are now agents for a major newspaper company. The words "Calling all Agents, News Release, Immediate position available" would be written on the wall. Instead of a traditional lecture class the class would resemble the pools in newspaper companies.(CFP 1,4,5,6,)
 
 
Procedures
 
In the confines of the reading assignment, each student can choose an article that they like. They are allowed to work in groups to discuss the difference between fact and opinion and other concerns they may have. The students will be responsible for putting together a newspaper at the completion of this assignment. To allow for diverse student needs the newspaper will be divided into four components: newsflash, sports, announcements, and comics/puzzles. Students are allowed to choose which group they prefer to work with, but they will be monitored to keep them on task. (CFP 1,4,5,6,8)
 
 
Closure
 
Once the newpaper has been put together as a whole it will be submitted to the student body as well as administration and staff. The purpose is to dispaly the students creative work and give them something to be proud of. The students will have their own personal copies of the newspaper. Once this is done I will ask the students to form a circle in the classroom and listen to their reflections about the project.
 
 
Materials & Resources
 
  • copies of the three page “Fact vs. Opinion” packet
          in the same activities.
  • short stories (print or online) 
  • word processing program (Microsoft Word)
  • internet access (optional)
  • bring in several clippings of different articles from the newspapers that will catch the students attention.
  • allow the students to examine them and comment on them. 

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