When studying learning and cognition in graduate school, I was drawn to the theories of Lev Vygotsky, a Russian Psychologist from the early 1900s that presented a sociocultural approach to learning and cognition. He offered a theory that I believe presents optimal classroom instruction for all learners. What is Vygotsky’s Theoretical Lens? At the heart of Vygotsky's theoretical lens is that social interaction plays a key role in the development of learning and cognition. Vygotsky claimed: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inner-psychological) and then inside the child (intra-psychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.” A second key feature of Vygotsky's theory is that one’s potential for learning depends upon the "zone of proximal development" (ZPD). In the literature, ZPD is synonymous with the later concept, scaffolding, and suggests learning with adult guidance or peer collaboration exceeds independent learning. Vygotsky defined the ZPD as 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." Using the ZPD to Enhance Classroom Teaching and Individualized Instruction: It’s always best to keep your students in the ZPD. See the image above. On the one hand, when learning is too easy, students get bored and their attention drifts away from a lesson. On the other hand, if learning is too hard, then anxiety and confusion can result and when discouraged enough, students can develop a sense of learned helplessness. The “sweet spot” is the ZPD where students are challenged enough to maintain attention and they are able to learn new concepts with guided assistance and scaffolding. Then, as learning happens, the support structure is slowly pulled away. Eventually, students engage in independent learning and practice until they reach automatization. Learning to automatization means that one has fully learned a concept to mastery and the process of completing a problem is virtually automatic and requires little to no thought. What are Some Direct Applications of Teaching in the ZPD? Because every student’s zone of proximal development is different, it can be challenging for teachers to accommodate the individual needs of each learner. Here are some possible problems and solutions. Problem Solution A student is unable to answer a direct question in class. - The teacher guides the student to the correct answer providing some scaffolding and by asking them questions. Some students have already learned the concept and others have not. - Break the class into two groups. Provide challenging applications to the group that has learned the concept and scaffolding instruction to the group that has not learned the concept. - Allow the students that have learned the concept to teach the students that have not. My students have a wide range of experience and knowledge with a topic. - Create learning stations with hands-on manipulatives, guiding materials, and demonstration videos that teach the concepts of the lesson. Have beginners, intermediate and advanced stations that increase in difficulty. Help each student select the best learning station. When a student finishes the advanced station, have them assist the other students to mastery. Some students still have not learned the concept after the lesson. - Offer one on one guidance and scaffolding with yourself or a peer mentor. - Go multisensory, creative and colorful in your instruction. Provide opportunities for the student to watch a demonstration and then do it themselves. Eventually, have them teach the concept back to you. Some students are ashamed or hide the fact that they have not learned a concept. - Create a safe environment for students to ask questions. Provide positive reinforcement for students that communicate misconceptions and learning difficulties. - Create a box in your class where students can write down their questions and ask for additional help. - Ask students to anonymously rate your lessons. Let them rate their learning on a scale of 0 to 10 (0 = Didn’t learn it - 10 = Got it). Also ask them about how engaging the lesson was (0 = boring and 10 = interesting, fun and engaging). By tapping into each student's zone of proximal development, you can assure that you will be maximizing your students' learning potential. What's more, you will find that your students are more engaged, find joy in the learning process and become active learners. I hope you found this blog helpful. I would love to hear your thoughts. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.· Blog: https://learningspecialistmaterials.blogspot.com/· YouTube Channel: https://www.youtube.com/user/warrenerica1· Podcast: https://godyslexia.com/· Store: http://www.Goodsensorylearning.com/· Courses: http://www.learningspecialistcourses.com/· Newsletter Sign-up: https://app.convertkit.com/landing_pages/69400 · Private Practice: Learning to Learn
Did you know your baby starts exploring things using its sense in the first stage of development? Read this post to learn more about the sensorimotor stage.
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Do you want to spend less time in therapy by making faster progress? The phonological complexity approach or phonological complexity theory is guided by language laws and sound features. Research has shown that treating complex, later-developing sounds/structures will result in the child learning both treated and untreated sounds/structures (Gierut, 2007). This leads to a significant increase in overall intelligibility with less time spent in therapy. This product contains flashcards and activities for 3 element clusters and 2 element clusters with a sonority difference of 3 to help facilitate phonetic system wide changes. Prior to purchasing this product, please research the phonological complexity approach for correct implementation. Gierut, J.A. & Champion, A.H. (2001). Syllable onsets II: Three-element clusters in phonological treatment. Journal of Speech, Language and Hearing Research, 44, 886 -904 Gierut, J.A. (2007). Phonological complexity and language learnability. American Journal of Speech- Language Pathology, 16, 6 – 17. Gierut, J. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech, and Hearing Services in Schools, 32, 229-241. Please conduct a thorough assessment and follow the phonemic laws to choose the appropriate therapy target(s). Phonological Complexity Approach covers 12 different clusters including: 3-Element Clusters: 1. /SKR/ - 10 Flashcards 2. /STR/ - 11 Flashcards 3, /SPR/ - 11 Flashcards 4. /SPL/ - 10 Flashcards 5. /SKW/ - 11 Flashcards 6. /THR/ - 10 Flashcards 7. /SHR/ - 10 Flashcards 2- Element Clusters with sonority distance of 3: 1. /THR/ - 10 Flashcards 2. /SHR/ - 10 Flashcards 3. /FL/ - 10 Flashcards 4. /FR/ - 10 Flashcards 5. /SL/ - 10 Flashcards These cards will be most useful for children whose targets are /s/CC and CC that will facilitate system wide changes! A total of 123 different cluster cards are included! Black & White line drawing versions are also included. This product also contains worksheets /s/CC. The worksheets were made in both colored and black and white, so they can be sent home for additional practice. Also, there are Boom Cards. Please click preview to check out the Boom Cards™. This product contains: 1. 123 Cluster Flashcards 2. 12 Cluster Organizational Cards 3. 12 /s/CC worksheets/activities 4. 7 /s/CC homework pages 5. Boom Cards™ - Preview Just print out, laminate, and cut! *************************************************************************** Useful Tips! 1. Receive free TPT credits to use on future purchases! Steps: Go to 'My Purchases' page in your account. Simply click the 'Provide Feedback' button and you will be taken to a page where you can rate and comment on the product. Each time you give me feedback, you earn 'feedback credits' that you can put towards future TpT purchases to reduce your costs! I read and value every feedback! If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can email me at [email protected]. 2. Be the first to know when I upload new products, discounts, and freebies by clicking on the green star next to my store logo to become a follower! All new products are 50% off for the first 48 hours!
Worksheets for 1st grade math, first grade math worksheets for free for the basic math topics taught in grade 1.
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Лауреат Нобелевской премии по физике Ричард Фейнман сформулировал алгоритм обучения, который помогает быстрее и глубже разобраться в любой теме. Я не всегда был хорошим учеником. Главным в обучении я считал количество времени, которое ему посвящалось. А потом я обнаружил нечто, изменившее мою жизнь. Известный лауреат Нобелевской премии по физике Ричард Фейнман осознал различие между «знанием чего-то» и «знанием названия чего-то», и это одна из главных причин его успеха.
For an easy weeknight dinner, look no further than this garlic sesame tofu! It's so easy to make, requires only 10 minutes of prep time and is completely vegan and gluten free.
