ZPD, Mediation, Scaffolding, Learning… How do they relate?Claudia M. Pagliaro, Ph.D. Michigan State University CEP 859 - PILI Summer, 2010 3 Levels of Learning Level 1: Concrete (primary) Level 2: Communication (secondary) Level 3: Inner/Self thought (secondary) Schemata An organization of related concepts (schema) connected by properties Personal Changing Assimilation Accommodation Function: Integrates existing knowledge Tool for future learning Makes understanding possible and manipulation – NOT accumulation Active cognitive involvement Problem solving Connection Reasoning Communication/Reflection . integration.Constructivism Philosophy Knowledge consists of schemata or past constructions built through assimilation and accommodation Learning is a process of invention. The Vygotskian Perspective Zone of Proximal Development Mediation Inner speech Internalization . Zone of Proximal Development (ZPD) The difference between what students can accomplish independently and what they can achieve in conjunction or collaboration with another. more competent person (adult or peer). 14-15 . Dixon-Krauss (1996) pp. Zone of Proximal Development y to essar ec tion n g. . d ia of me in learnin nt Amou he child tt assis “Place” at which the child is independent in their learning. “Place” at which the child is incapable of learning despite extensive mediation. a child will learn quickly at the concrete stage of learning. .Zone of Proximal Development Without mediation. but will slow down as concepts become more complex and more abstract. .Zone of Proximal Development Without mediation. a child will learn quickly at the concrete stage of learning. a child will learn quickly at the concrete stage of learning. gaps in the child’s understanding will occur . but will slow down as concepts become more complex and more abstract. Eventually.Zone of Proximal Development Without mediation. Zone of Proximal Development Without mediation. a child will learn quickly at the concrete stage of learning. gaps in the child’s understanding will occur and because of those gaps. barriers to learning will become present. . Eventually. but will slow down as concepts become more complex and more abstract. Zone of Proximal Development The child will then have to ‘go back’ cognitively (alone or with a mediating adult) to try to fill in those gaps . Zone of Proximal Development The child will then have to ‘go back’ cognitively (alone or with a mediating adult) to try to fill in those gaps and if successful. cause the child to be delayed in his/her learning. This may. . however. remove the learning barrier. however.Zone of Proximal Development Eventually. more gaps will occur along with more barriers that are more difficult to surmount. . Zone of Proximal Development . however. the child’s learning can be monitored and guided. .Zone of Proximal Development With a mediating adult (parent or teacher). there is still a risk of gaps and barriers forming. must be careful not to mediate too far above the child’s ability. .Zone of Proximal Development The mediating adult. If so. however. Zone of Proximal Development If. the mediating adult remains just ahead of the child’s independent knowledge. the child will continue to learn and create a strong foundation for future concepts. . guiding the child to learn more challenging concepts and modifying his/her mediation according to the child’s needs. however. Planning. comparing.1997 . explaining. deter impulsivity • Ex.Three Types of Mediation • Creating Learning Environments (Intentionality/Reciprocity) – Encourage engagement with the environment • Ex. reinforce positive learning behaviors. prudency Feuerstein & Rand. demonstrate curiosity • Ex. referring to time • Creating Lifelong Learners (Competence/Regulation of Behavior) – Encourage self-control & self-esteem. praising. Initiating communication. responding. focusing attention • Connecting Learning Environments (Transcendence/Meaning) – Make connections. Questioning. 2002 .Zone of Proximal Development (ZPD) Internalization ? ? ? ? ? ? ? ? ? ? ? ? ? ZPD ? ? Potential development Mediation Actual development Developed by: Garate. . the adult’s responses move from very explicit directives to hints and suggestions. the child is able to perform the learning task independently without any adult support. 15 2 . Finally. As the learning activity proceeds and the child gains more control. Dixon-Krauss (1996) p.Semiotic Mediation L e v e l Refers to the adult’s shifts in language that provide responses or directives to the child These directives guide the child in creating understanding of the task and figuring out how to solve the learning problem at hand. The child actively participates in a learning task with guidance and support from the teacher.Scaffolding The teacher (or adult) structures a learning task and provides directives and clues. 19 . As the child’s capacities increase. the teacher (or adult) reduces her directives and support – moving the child along within the ZPD Dixon-Krauss (1996) p. 2002 .Zone of Proximal Development (ZPD) Internalization ? ? ? ? ? ? ? ? ? ? ? ? ? ZPD ? ? Potential development Mediation Actual development Developed by: Garate. . GOAL??? Assessment Match? Match? Reflection Match? Instruction . symbols) to internal control.Internalization The progressive transfer from external social activity mediated by signs (i.. Otherwise known as… Dixon-Krauss (1996) p.e. 10 . 11 3 .Inner “Speech” L e v e l The soundless language of thought The psychological tool for structuring and controlling thinking as well as mentally regulating actions Self thought. internal mediation Dixon-Krauss (1996) p. . A Quote from Vygotsky … “What the child can do in cooperation today he can do alone tomorrow.” .. Therefore the only good kind of instruction is that which marches ahead of development and leads it.. Questions??? Young Sparty . So… . What factors related to d/hh children may impede or assist in determining or putting into action these ideas? . other adults Impact on language acquisition (L1 and L2) Impact on mediation Impact on learning (level 2 … and 3) Assessments – formal and informal Validity Reliability Assessor/administrator . peers. parents. teachers.What factors related to d/hh children may impede or assist in determining or putting into action these ideas? Language Child. etc.What factors related to d/hh children may impede or assist in determining or putting into action these ideas? Environment & Experience Contextual issues Incidental learning opportunities Cultural commonalities (nursery rhymes or songs. movies.) Protective parents Extra-curricular participation Direct and indirect . g.What factors related to d/hh children may impede or assist in determining or putting into action these ideas? Inconsistent levels of development Gaps in knowledge Process only learning (e. 8th grade science concepts. learning how to multiply...g. 3rd grade reading level) . low reading levels (e. not the concept of multiplication) High content area. mediation. and scaffolding such important concepts in the education of d/hh students? .So… Why are ZPD. Why are ZPD. D/HH students come to us with their own unique language. and scaffolding such important concepts in the education of d/hh students? Because d/hh students are NOT hearing kids who simply cannot hear. experiences. knowledge. etc.. they should not be instructed as such. making ZPD so crucial (individualized instruction) and perhaps mediation/scaffolding so difficult. mediation. but necessary . Questions??? Young Sparty .