Collaborative Learning : The Theory Of Vygotsky 's Conception Of Zone Of Proximal Development

According to Vygotsky much of a child’s learning is a collaborative process (Arthur et al., 2006). Vygotsky believed that children come across situations where they may be in need of further assistance to overcome a hurdle in their learning. The ‘Zone of Proximal Development’ (ZPD) is what a child could do independently and what can be done with help from a more knowledgeable other. ‘…the shift through the zone from other-regulation to self-regulation depends on the skill of the more knowledgeable peer in putting new ideas in ways can be identified by the learner’ Caroll & Hastings (1996:47).

Collaboration supports children to engage meaningfully with each other. When children collaborate with their teachers and peers, they effectively combine together to join in a deep and wilful desire to co-labour or unpack a series of events on topics of interest and importance. Collaboration has the capacity to provide rich learning environments for children with diverse, corresponding motivations and learning practices. It also produces new engaging challenges and opportunities for children to express their thoughts and feelings. These combine to enrich and transform the relationships children have with the subject material and enhance their relationships with peers and

A second strength of the sociocultural perspective is the emphasis on the role of adults in childhood cognitive development through guided participation. Vygotsky introduced the idea that children learn in a zone of proximal development. Meaning the distance between what an individual can do alone and what they can do with guidance and assistance from a capable member of society (Mcleod, 2010). Any skills outside the zone would be already mastered or still too difficult to attempt alone. “To Vygotsky, learning in collaboration with more knowledgeable companions drives cognitive development (Sigelman).” This is true throughout the world. Children in many cultures learn from a teacher, from family members, and many others. In other cultures, children learn skills from relatives, members of their village or tribe, or from other skilled members in their group. This perspective satisfies the need to recognize the role of adults in

Collaboration within groups allows individuals to use their own specific ideas and own talents to succeed when they needed it the most. When succeeding in a collaborative environment an individual gains the ability of communication that is growing in the world today. The school system used to be completely individual based with little to no feel of a collaborative environment. However, schools are now beginning to understand the benefits of losing the standard approach to school and is now leading the world to a collaborative environment. While working in a collaborative environment the members of these groups usually gain insight on what they are effective at and what they are no effective at.

A reflective essay on the skills acquired from collaborative learning and how they may be applied in practice.

Ann displays techniques through collaborative group work that run true to these theories. Piaget also suggested an individual would not come to organise his/her operations in a coherent whole if they did not engage in thought exchanges and cooperation with others (Piaget, 1947, p. 174). Ann is breaking students up into different groups to perform different activities; this is portrayed through one group collecting rainfall data and another group taking notes on the impact the rain has on ants living in the area. Ann’s socially-constructive pedagogical approach to her lessons through the use of cooperative learning will exemplify Vygotsky’s theories of peer-peer scaffolding as well as the zone of proximal development.

In contrast to this view Les Vygotsky, whose theories have also been implicated in modern educational teaching methods, explained that children can learn skills that are just beyond their ability if they are helped by someone who possesses that skill, this was known as proximal development and although it contradicts the fundamental argument behind Piagets support for cooperative learning, it provides an other theorists outlook on the benefits of cooperative learning in educational settings and thus increases support on its use. “Different learning theory approaches favour cooperative learning for different reasons” (O’Donnell, 2002)

One aspect of classroom that is important for student’s motivation is collaboration with other learners. Smith noted that children naturally involve others as collaborators in their learning and that ’’collaboration is at the heart of

A new concept, Zone of Proximal Development is suggested by the Vygotsky; a difference of what children can accomplish individually, without any help (an independent problem solver) and what they can accomplish with help, under the guidance and verbal instructions from a capable adults etc. Also, in a cooperating learning environment i.e. by interacting with peers, kids develop cognitive skills and strategies to solve

I agree working among my peers supports collaborative interaction. In our professional development meetings we are engaged by creating multiple strategies of supporting each other for planning lessons. Utilizing problem solving tools will show our students how to become problem solvers too. The author Reiser, R. & Dempsey, J. (2012) “stated the importance of emerging more understanding conversations for conceptual learning. Students will be able to regulate their emotions and behaviors then seek out to others when needed. Making real world connections between conversations and real life experiences.” Reiser, R. & Dempsey, J. (2012)

It definition of information technology, its use purpose, scope, and different levels have different interpretations. Information technology contains communications, computer language, electronic technology optical fiber technology. It also may affect computer and its interaction with people, machines, and people appropriate social, economic and culture unite things.

“In Best Practice classrooms, students work together effectively in small groups—in pairs, threes, ad hoc groups, and long-term teams—without constant teacher supervision”(Zemelman, Daniels, & Hyde, 2012). The teacher is here as a resource to for the students and to keep the students on task. The teacher also provides mini lessons so the students are still increasing their knowledge bank so they can draw from them as they are working in their groups. This structure allows students to work on social skills as

Many researchers are interested in the potential association between the implementation of collaborative peer learning instruction and the improvement of pre-test and post-test scores on cognitive tasks (e.g. memory, problem solving). Interactive peer learning environments allow students to interact with one another, examine alternative explanations, and think critically in a team-oriented way (Gok, 2013). Such benefits have even been demonstrated in studies with participants who have developmental and learning issues as shown by Utley et al. (2001). Utley et al., (2001) found that student weekly post-test scores on health and safety facts increased from 18% (beginning of the semester) to 100% at the end of the semester, as a result of collaborative peer instruction that involved the teacher, the paraprofessional, and the learning volunteer.

There are several reasons why cooperative learning works well. The idea that students learn more by doing something active than by simply watching and listening has long been known to both cognitive psychologists and effective teachers (Bransford, et. al., 2000) and cooperative learning is by its nature an active method. Beyond that, cooperation enhances learning in several ways. Weak students working individually are likely to give up when they get stuck; working cooperatively, they keep going. Strong students faced with the task of explaining and clarifying material to weaker students often find gaps in their own understanding and fill them in. Students working alone may tend to delay completing assignments or skip them altogether, but when they know that others are counting on them, they are motivated to do the work in a timely manner.

Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning