The ZPD lesson observation observes a teacher working with a student to help her learn to sound out letters, spell and read. The teacher uses several different tools and scaffolding methods in the video to help the child through the lesson. During the lesson Vygotsky’s sociocultural approach and the zone of proximal development are used to help the teacher and the student get through the lesson together.
Vygotsky was a psychologist whose main work was in developmental psychology. Vygotsky came up with a concept called the zone of proximal development also known as ZPD. ZPD is the difference between a child’s actual developmental level and where they can be or what they can become. (Human Development in Education, Pg. 66) There are several …show more content…
Vygotsky said, “Through others, we become ourselves.” Teachers must first learn the base of what the student can accomplish independently. (Human Development in Education, Pg. 67.) This is the developmental phase, the first phase. Once a teacher knows the base of the child they can transition into the “assistance from a more capable other” phase. This is the second phase and the phase that the learner begins building a new skilled performance by working with others. This means as long as the teacher has more knowledge than the student or person learning they will able to learn and develop a higher understanding from the teacher. The third phase is the self-assistance stage. This means that once the teacher has taught the student the student then becomes capable of assisting themselves to perform the new skill successfully. The learner at this point may have to think about the assistance they received from the teacher, but the assistance from the teacher is no longer required. At this point the skill has become fossilized according to Vygotsky (Human Development in Education, Pg. 67). Now that the skill has …show more content…
The student is learning how to spell, sound out and read. In the first part of the video the teacher is using colored letters to help the student spell and sound out words. While the student is sounding out the letters the teacher is using her fingers as a tool to point at the letters so the student does not forget a letter. When the student gets the word sounded out correctly the teacher praises her and then changes one of the letters to a new one and they start all over again by sounding out all the letters. The teacher does a great job by assisting the student, but never giving the answer away. For example, in the video the student gets stuck on the sounding out what. The teacher has to remind her of the three sounds vowels make first. Then she reminds the student that the sound is borrowing from a different letter, she tells her it says Ah. The teacher is assisting her student, but not giving the word away. The student sounds the word out a couple more times and then finally gets it which is the self-assisting phase of ZPD. Since the teacher assisted and the child was able to self-assist at the end it was scaffolding, because the student was able to build on her own after the assistance of her teacher. The student and teacher then move on to reading from a book. The book has pictures which is a great tool for the student to help her visualize what is going on in the story. For example,
Vygotsky was a psychologist whose main work was in developmental psychology. Vygotsky came up with a concept called the zone of proximal development also known as ZPD. ZPD is the difference between a child’s actual developmental level and where they can be or what they can become. (Human Development in Education, Pg. 66) There are several …show more content…
Vygotsky said, “Through others, we become ourselves.” Teachers must first learn the base of what the student can accomplish independently. (Human Development in Education, Pg. 67.) This is the developmental phase, the first phase. Once a teacher knows the base of the child they can transition into the “assistance from a more capable other” phase. This is the second phase and the phase that the learner begins building a new skilled performance by working with others. This means as long as the teacher has more knowledge than the student or person learning they will able to learn and develop a higher understanding from the teacher. The third phase is the self-assistance stage. This means that once the teacher has taught the student the student then becomes capable of assisting themselves to perform the new skill successfully. The learner at this point may have to think about the assistance they received from the teacher, but the assistance from the teacher is no longer required. At this point the skill has become fossilized according to Vygotsky (Human Development in Education, Pg. 67). Now that the skill has …show more content…
The student is learning how to spell, sound out and read. In the first part of the video the teacher is using colored letters to help the student spell and sound out words. While the student is sounding out the letters the teacher is using her fingers as a tool to point at the letters so the student does not forget a letter. When the student gets the word sounded out correctly the teacher praises her and then changes one of the letters to a new one and they start all over again by sounding out all the letters. The teacher does a great job by assisting the student, but never giving the answer away. For example, in the video the student gets stuck on the sounding out what. The teacher has to remind her of the three sounds vowels make first. Then she reminds the student that the sound is borrowing from a different letter, she tells her it says Ah. The teacher is assisting her student, but not giving the word away. The student sounds the word out a couple more times and then finally gets it which is the self-assisting phase of ZPD. Since the teacher assisted and the child was able to self-assist at the end it was scaffolding, because the student was able to build on her own after the assistance of her teacher. The student and teacher then move on to reading from a book. The book has pictures which is a great tool for the student to help her visualize what is going on in the story. For example,