**Vygotsky**

**{1}How might Vygotsky's ideas apply to teaching
in a classroom (imitation, collaboration, ZPD, equivalence,
scientific vs. spontaneous, etc.)? **

- Vygotsky's ideas can make teachers aware of a child's learning potential. Rather than relying on skills the child has already developed to teach new ideas, a child's learning can be pushed even farther by using skills that are still under development.
- A teacher could utilize group activities and a small degree of instruction to apply imitation and collaboration. If the teacher knew the ZPD of her students, he or she could group her students accordingly to efficiently benifit all groups.
- His ideas could be utilized by engaging learners in a different way which places emphasis on what zone a child is in or in other words the teacher would be well what the child is capable of by him or herself and then determine where to take the child next
- In a classroom, the teacher shows the students how to work a particular problem. The students often imitate how the teacher solves a problem to solve a different problem. Thus, they learn how to do problems on their own and have a process of solving a certain type of problem.
- The idea of having kids work in groups to learn better and more can aid in teaching.
- Vygotsky's ideas might apply to teaching in a classroom when a child imitates a teacher's actions (like in language), but also for a teachr to work in collaboration with a student and push them further than thought possible (mental age).
- I don't know because I lost my course packet and have not had a chance to read it.
- They are very applicable in that collaboration by students would enable them to pool their skills and solve hard problems than they could individually. this would allow a teacher to pose harder questions (that ZPD part) and allow kids to expand and generalize their knowledge.
- From te reding it seems he really thinks that colabortation and imitation work with the child's mental age to arrive to complex concepts. He seems to think that it is important to instruct the child so that he is able to understand simple facts in order for the child to be able to do it on his own.
- I think that Vygotsky would be more interested in the leaning process of the children then the actual teaching to the children. I think that he would study how group work affects their learning as opposed to individual work. I don't believe that he would be very spontaneous. I almost feel as if he would plan out his lesson plans to the T. He would also try many forms of collaboration to see whe imitation occurs.
- The children should be instructed within their ZPD so that they will not be taught things they could learn independently.They should be presented challenging material so that through collaboration with the instructor they would start imitating and not just automatically copying;at some point in the future they will be able to internalize what they were taught and they will move forward to a new ZPD.The scientific concepts to be taught should be linked to objects and experiences they already had so that it will be easier for them to understand the scientific construct by relating it first to a spontaneous construct which they can form readily. Then they should be helped to come up with more and more complex generalizations going from the concept to equivalence and to freedom(in that order).
- Teachers might want to make students imitate problem solving and then slowly drill the concepts into the students. The teacher then can come up with a hard problem that tests the kids applying concept skill. By seeing their way of reasoning, you can tell if the kids actually understand it.
- "teach for tomorrow. Do not teach yesterday."
- most students learn by imitating other students or following the examples in a book. they all collaborate with each other to try to find solutions for a problem. with time,they reach their maximum in one level of learning and go on to the next step(ZPD). at points students may become scientic when they become curious enough to try out different things.
- Vygotsky's ideas show that teaching and learning should be a group activity. Collaboration and imitation in a learning environment create's images that have a lasting effect as opposed to an individual effort which tends to be less stimulating for the student; ie spontaneous interaction captures a person's attention. These processes contribute to the ZPD effect which seems to be used more in classrooms throughout the county.
- The ideas he had were very good and in the classroom they just might be applicable. Maybe the ZPD more than others. If we could teach a kid and stay within his learning abilities instead of looking at the class as a whole, it would be awesome, but it's not very realistic for the classroom.
- Vygotsky's ideas can be appied to teaching by at the students level according to their ZPD and for the teachers to help the students by collaborating with them which gives the students the ability to gain independence.
- I think that his idea is used some in the classroom but not alot, because most of classroom teaching is not in a group or even trying to let the kids go at their own pace after they grasp a concept. Most classroom interactions involve the teacher in front of the room telling the kids they should do x to get y and no other way is really ok.
- Vygotsky says that working along with a teacher, a child will learn new concepts. Also working in groups with other children may teach a child new ways of doing things through imitation. ZPD can be used by the instructor to determine a child's level of conception.
- I think that instruction and collaboration help students organize their ideas or add to their ideas so that problem solving can be more effective.
- By focusing on not only what the child knows but also on what the child is capable of knowing, the teacher would be able to design lesson plans that enhance the learning experience. The child will be both challenged as well as given problems that are simple for him/her to solve. This would provide a nice learning experience a allow the child to, hopefully, enjoy the experience.
- The students could learn from the teacher alot by imitation and from each other by collaboration. The ZPD would help to decide how quickly studnets will learn concepts. It is important to teach only those conhcepts to children that are ready to learn and will be able to make sense of those idea. This brings in he idea of scientific and spontaneous concepts.
- The idea of collaboration, if a student can raise himself to a higher intellectual level of development that can have a great impact in t he classroom.
- he basically gives guidlines for teaching to an extent, you have to teach and then step back and let the kids learn for themsleves, be open to new ideas!
- Vygotsky's ideas can be applied to the clasroom in man ways. Imitation can be used through note taking and lectures. For example, students would copy how to do a math problem by mimicing the teacher's method. Collaboration can be utilized by having students share ideas about homework areas so that the class can figure out the subject with out the assitance if the teacher. In regards to scientific and spontaneous subjects a teacher might bring a real life scenario so that a child can understand a scientific concept.
- he felt that the children's ZPD should be taught at the appropriate level for the child. In regards to imitation, he felt that if the children interacted with the teacher and imitated the learnings then the next time the child would be able to do the same kind of problem independently.
- Get children in groups for collaboration.
- Teacher should lead by example and spend a lot of one on one help to the students. At the same time they should be very concious of the order of presentation of their curriculum so as to get the optimum out of scientific and spontaneous understanding.
- vygotsky discusses the importance of teaching within the ZPD in the classroom. He says that through collaboration (with the teacher) kids can learn skills that they could not learn on their own.
- I think that the most important idea that Vygotsky addresses was the idea of learning through collaboration. I think this is not done nearly enough in classrooms. Like he saids kids watch each other closely, especially when it is something that they don't know, and then they can immitate it. Through imitation, the child will eventually pick up what he is supposed to.
- I'm not sure.
- Vygotsky really emphasized that a collaborator (i.e. teacher) is needed to show children how to progress from something they already know to a higher level (aka ZPD). The children imitate the collaborator. I got the impression that Vygostsky thought there were critical times in a child's life in which they were ready to be taught. I think it's the collaborator who must decide where the child is at. For example, the teacher could use the child's experiences (spontaneous) to build scientific concepts and vice versa.
- Vygotsky's ideas apply to teaching in a classroom should encompass one - to - one interaction with much collaboration allowing the student to learn more.
- From the video, I saw how the idea of collaboration and equivalence were used in the classroom. The teacher illustrated how to graph a specific function and wanted the children to get the same graph but with a different equation (equivalence). Using the idea of equivalence, not only helped the teacher see what his students knew but also what they didn't know.
- well, his ideas are fundamental to what the students' level of understanding therefore are important to be able to understand what it is that the students can learn, therefore shaping what lessons could be taught
- i guess he would be constantly trying to set the students up to learn something new with help from the teacher. he would want to make sure that what he went over wasn't only a review of what was learned yesterday.
- Vygotsky's ideas can be applied to learning situations where students that are behind or slow can be grouped with advanced students. The concept of collaboration makes good sense when trying to teach complex concepts.
- First, Vygotsky believes that higher mental functions are mastered by the use of tools and social interaction. This can be applied to the classroom by allowing students to use tools and work in groups when learning. Also, Vygotsky's idea of the zone of proximal development implies that both group work (collaboration) and one-on-one tutoring would be very beneficial to student's understanding of concepts. If students are left to do worksheets and packets all on their own, Vygotsky would say that their potential wasn't being reached. Vygotsky also says that even if students imitate what other people have done, they are still learning, as long as the student actually understands the concept and he doesn't learn it by copying over and over again until it becomes a pattern. Thus, group work, collaboration, using tools, and imitation are all things that would enhance a student's understanding of concepts in the classroom. (Unfortunately, many teachers are against things such as collaboration and imitation, believing that it is cheating and won't allow the student to learn on their own.)
- Could apply to the teaching in a classroom by grouping students together with similar zpd's. Also means that working in groups is very benifical to students, more collaboration, then just the teacher lecturing to the students
- His ideas are helpful because they focus on the development of learning, and the tools or aides that can be used. Also, understanding the way a children can be capable of using its knowledge and also being capable of advancing more upon the knowledge that it possesses. Also, the idea that many concepts in order to existe depend on each other.
- His ideas of imitation and collaboration would get the teachers more involved in the learning process. They would work with the students and help students work together to solve problems. Scientific vs. spontaneous learning may help teachers focus on where students are deficient and need improvement. If the students do not have the basic understanding needed to form more complex ideas, the teachers can recognize this more readily.
- Vygotsky's ideas seem to be at the heart of teaching in a classroom. The teacher presents information the student doesn't know yet and tries to help him make connections that the child would not have been able to before. The only alteration I could see that would be helpful would be for the teacher to individually help the student attain the upper limit of the ZPD. In relation to scientific vs. sponateous concepts, knowing what they are and how they are learned would be helpful to the teacher in planning how the information will be presented and what should be emphasized. Also having the students work together in groups (where the students are working with other students slightly above their level), this would also help with the collaboration in development.
- Vygotsky's ideas are important to teaching in the classroom. Some of his ideas are being practiced in the classroom today, such as in math classes where teachers work problems in front of students asking for theur unput asthey go along. The zpd is a very interesting theory because it would challenge the educational system to stay ahead of the children. I think this is very important in classrooms in order to keep student's interested in education.
- You could begin with a series of pretest to test the students individual knowledge. Then have them get into groups and let them explore the subject at hand. This will allow a teacher to observe the ZPD's of the class of students.
- The zone of proximal development shows us that higer level problems may be better suited for group work. The students may be able to tackle the problems with the help of their peers and this would increase their knwledge base. ZPD also suggests that your lectures should sometimes extend beyond the "mental age" of your students body.
- Vygotsky's Ideas of Zones of Proximal Development can be applied in the classroom by encourageing kids to work together in solve a problem. This allows everyone to reach their ZPD.
- Vygotsky's ideas apply to teaching in a classroom by using different child experiences and showing how they learn through these experiences.
- All of Vygotsky's ideas incorporate teaching in the classroom. Imitation and collaboration are aids for teachers in order to develop the child's thinking. ZPD implies tracking. Scientific and spontaneous concepts although "in two different directions" have many similarities in the classroom as scientific ideas are made more concrete and spontaneous concepts are made more abstract. Concepts of equivalence relate to generalities which basically help us assess a child's understanding.
- They present the idea that we as teachers should present information to our students above what they can currently do on their own. That they are not going to learn as well, if at all, by teaching to their level and not pushing them to extend themselves. Also, by talking about and generalizing some of their spontaneous concepts, it will help to specify and localize the scientific information that is presented.
- To advance the spontaneous concepts in a more timely way it seems as though it would help to address some of these "everyday" topics in the classroom, particularly in elementary education. Vygotsky used the example of the concept of "brother." Family relationships seem like a topic that would be good to address in, say, kindergarten. The zone of proximal development could be very useful in the classroom as long as one knew what "sensitive period(s)" to watch for and address. Vygotsky advocates that the only instruction that is useful is that that moves ahead of development. If this is indeed the case, it seems as though teaching in the classroom should take this into account.
- If you could teach within a child's ZPD, the child will be able to better understand the concept. It will the allow the child to see what he does not understand and encourage the child to go about understanding it on their own.
- Teachers could strive to present their students with more challenging material so they can expand on their knowledge, since Vgotsky believed that the only useful instruction is that which moves ahead of development. Also ideas like the scientific and spontaneous concepts could help teachers to realize how students learn certain material and maybe they could try to strengthen the weaknesses of either concept. For example, in scientific concepts, teachers could also try to emphasize the everyday uses of the material.
- The teacher acts as the collaborator offering guidance to the students as new concepts (expanding on previously established materials) are introduced. If the new material is within the ZPD of the students, they should be able to imitate and internalize it as newly acquired knowledge along the lines of vygotsky's idea of scientific (concept to object).