Paper Sample on Scaffolding and Reflection in the Zone of Proximal Development

Reflection on Ways this Theory Relates to my Teaching

Scaffolding + Reflection

The idea of the Zone of Proximal Development (ZPD) was established after an in-depth study conducted by Vygotsky. It aimed to assess the effectiveness of diverse teaching methods. It also hoped to highlight a process that ensured learning occurred. The investigation concluded that children should interact with more knowledgeable peers to learn. This will ensure that the participants construct or scaffold further knowledge through this interaction.. Certain authors, including Boblett (2012), note that Scaffolding represent a significant amount of the tasks that takes place in a classroom as well as the interaction between a teacher and a learner. Similarly, Bruner (1985) understood that Vygotsky advocated for students receiving help from educators to obtain knowledge inside their Zone of Proximal Development to expand their knowledge. Also, this help from peers improves their skills without being frustrated by the challenges that are difficult to overcome (Wood, 2010).

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

I recently used the scaffolding approach when I came across a student who had formulated an incorrect sentence in Spanish. therefore asked:

Me: "Can you spot the small error?" using the first stage of contingent instructing.

Student: "No, I do not know." The student stared for a while and then answered.

(I then proceeded to the second level which is Specific Verbal Instruction (SVI))

Me: "Look at the second sentence. Can you see what's wrong?"

The student failed to see the problem, I proceeded to the third stage (Indicate Materials) where I showed the student the exact mistake and explained why it was incorrect. The "scaffolding" was complete since the learner could proceed without my involvement.

With time, the student slowly assumed a greater responsibility for controlling the interaction, and eventually took my role as the instructor to instruct other students. The evidence to show that the students are slowly becoming the instructors is usually assessed mostly through curriculum-based tests and formative assessments.

We can reflect on this interaction by arguing that students stand a better chance of improving and correcting their own mistakes when they receive the support from teachers. (Pollard and Collins, 2005). As the students achieve independent learning, the aid they receive should be moderately eliminated. Once this process is achieved, the students themselves repeat the process that was done with them. Only this time, they carry it out with their peers. By doing so, I have been able to gradually stand back and allow the first students who I taught the mistake, share that information with the other students. The process avoided me from repeating myself several times. It also meant the new instructors assumed responsibility for the learning of the others. And most importantly, it developed a sense of empathy in certain students. Indeed, certain new instructors felt extremely frustrated when teaching their peers. Hence, I was able to let them know that I felt that very same frustration when students fail to comprehend the new information. As a result, a stronger bond between myself and certain students is gradually being forged as I am able to get regular assistance from them.

Zone of proximal development + Reflection

This paragraph discusses how the ZPD is present in my classroom. In my teaching, the ZPD common conception implies a co relation between a less knowledgeable student and a more knowledgeable individual. Notably, this happens in a way that the less knowledgeable student becomes independently proficient at what was a class-based task. To teach using the zone of proximal development, I usually focus on the correlation between the students' previous knowledge with the current concept being taught. For instance, if I am teaching conversational vocabulary and I had previously taught conversational grammar, I apply this prior knowledge when introducing information about the new topic.

According to Lui (2012), the concept of the ZPD is precise. Similarly, Palincsar (1998) also noted learning and teaching are better structured in the context of the Zone Of Proximal Development. For my Spanish class, the cognitive apprenticeship places key emphasis on the importance of the MKO transferring skills to a peer. Notably, I can argue that the constructivism approach has resulted in a faster knowledge acquisition process in my Spanish class. Indeed, the class constantly improve their pronunciation, allowing the feedback provided by the MKO to be gradually reduced. For this to continue, I ensure that the students are engaged and have access to the classwork at all time. Our class time has a great focus peer assessment. The aim is to ensure that all pupils can correctly reproduce the desired skill. When I am implementing coaching and modeling processes the three levels of skills acquisition presented are present: the cognitive stage, the associative stage and lastly, the autonomous stage. In the first stage of cognition, a student demonstrates a skill comprehension. In the second stage, the student's mistakes from the first stage are identified and removed. Finally, the student's language skills equip them for absolute autonomy.

Peer Tutoring + Reflection

Vygotsky's theory also relates to my teaching through peer tutoring. I apply peer tutoring which can be defined as a peer-mediated and flexible method involving learners themselves. They play a simultaneous role of academic students and teachers. In my class, a learner is paired with a weaker student to be of personal assistance to them. Hence, Vygotsky's theory is relatable as he views students as a 'sociogenic process'. They obtain skills from their interaction with other students in their environment. In my experience, the interaction process between the MKO and a child can significantly affect the learner's development in learning Spanish. The collaboration must arguably occur within both student's ZPD. Vygotsky's study highlighted the importance of peer-teaching arguing that grouping learners with different skills togetherresulted in mutual help. For instance:

Student 1: Requests for assistance in pronunciation of certain words or a comment.

Student 2: offers positive reinforcement and feedback.

My primary involvement is usually with the advanced students as I act as their MKO to assist them, before they are required to assist struggling peers.

Summary

It is clear that Vygotsky's theory relates to my teaching in diverse ways such as scaffolding, working in ZPD and peer-interaction activities. However, this does not mean that Vygotsky's theory is applicable to any child, only activities and instructions that lie within the ZPD promote a better Spanish standard.

Theoretical Issues in Vygotsky's Theory

To understand the limitations concerning Vygotsky's theory we can conduct a critical review on its assumptions. The aim of this section is to criticize Vygotsky's theory in the field of education in general, and applied linguistics in particular (Martin-Kniep and Picone-Zocchia, 2009). Notably, there are diverse issues when attempting to apply his theory in an academic context.

Issue 1: The potential assumption

Firstly, the theory suggests that learners cannot acquire knowledge independently. This therefore classifies the third party as indispensable. Nevertheless, one may argue that Vygotsky wished to ensure that the concept of education never ceased to exist. Indeed, the theory highlights the importance of all academic institutions and above all, teachers. Certain authors may believe the theory is stimulated by financial reasons. To obtain a qualification, one must pay an institution and often be guided by an MKO. Universities and international schools for instance, can charge high fees knowing that education enables endless professional opportunities. Furthermore, one may argue that one of the reasons why we are studying this theory in this course, is to ensure that future teachers continue the cycle of highlighting the significance of their profession. The aim may perhaps be to ensure that we transmit this knowledge to the future generations. By doing so, the cycle is eternal. Indeed, even though Vygotsky has deceased, his theory remains a pillar in teacher training courses. Perhaps if all humans discovered a way to substitute education, then we would learn independently and omit the importance of any third party.

Issue 2: The assistance assumption

The ambiguity of Vygotsky's theory is seen in this assumption whereby the competence of the MKO is viewed as the most important thing. On the other hand, understanding the meaning of that assistance in relation to a child's development and learning is what is important. The notion of ZPD is usually implemented to highlight the significance of more competent assistance because a competent instructor is important for learning. According to Wood, Bruner and Ross (1976), the discourse of skill acquisition or problem solving are mostly based on the assumption that a student is unassisted and alone. Wood (1998) notes that Vygotsky's theory is significantly useful in assisting instructors to schedule their timetable. He noted that the development is antedated by social learning and argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level" (Daniels, 2008). However, when Vygotsky introduced the ZPD in 'Thinking and Speech,' he perceived it as a prominent fact that "with collaboration, direction, or some kind of help the child is always able to do more and solve more difficult tasks than he can independently" (Chaiklin 2003). Vygotsky's only focused on examining the common 'fact' that with some kind of assistance, direction, or collaboration, the student can be able to solve more and achieve more complex issues independently. Even though this might be accurate, his most paramount query was 'why' as he aimed to find out why direction and collaboration help learners to perform independently.

In my class, by just looking at another individual carry out a certain task one is often left with very minimal understanding of the process gone through their brain to attain success. But I make it work through collaboration, or involving an MKO who they share a similar psychological representation with the learner. I also elucidate on their process of thinking with the less knowledgeable individual. In my opinion, after identifying that establishing effective psychological representations is paramount, we can then perceive how it might be attained without one-to-one aid.

Issue 3: The generality assumption

The most notable ambi...