Vygotsky had a theory of Sociocultural
Cognitive Theory. His theory suggests that people from different cultures learn
differently(1.4). It emphasizes how culture and social interaction guide cognitive
development. According to his theory, cognitive development is said to use
language, mathematical systems, and memory strategies to learn. Vygotsky’s theory has an important concept,
zone of proximal development. This concept suggests that with an instructor’s
help an individual will be able to get through certain problems that they may
not be able to get through by themselves, which is scaffolding. In a classroom
you should slowly take away scaffolding from students. One way to do this is have your students
work in groups together. He uses the approach of social constructivist, which
is how students learn through being social and can construct new knowledge
through being social.
In
my future math class I will give formative assessments to figure out students’
strengths and weaknesses. I will pair students up so that each group consists
of one student who understands the lesson and one who is still learning it
based on the scores from their assessments.
My goal is to have the student teacher scaffold the learner through
their ZPD as the student masters this skill.
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