Vygotsky, Mind in Society

“Any learning a child encounters in school always has a previous history” (84)

Thinking more about constructivism as a learning theory has brought me to explore the ideas of Vygotsky. His thinking about student's development and learning is directly connected to the ideas I have already explored about inquiry based learning. This discovery has helped me to build a greater understanding of constructive learning as an overarching theme in learning.

Vygotsky introduces the idea of prior knowledge and how it impacts learning. I have thought a lot about this idea with my readings of Geneva Gay, specifically how culture specific prior knowledge impacts learning. Students come with knowledge that can be a beneficial tool to their learning in the classroom.

‘For example, children begin to study arithmetic in school, but long beforehand they have had some experience with quantity-they have had to deal with operations of division, addition, subtraction, and determination of size” (84)

Vygotsky also talks about the Zone of Proximal Development- the area where this prior knowledge supports new learning to reach an attainable goal. 

“We propose that an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalized, they become part of the child’s independent developmental achievement” (90)




And finally, perhaps the strongest connection to Dewey, is the impact of collaboration with learning in the ZPD. Social learning comes into play, as students work together and communicate to achieve this learning. 

“It is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (86)

"Knowing is a process, not a product" (Bruner, 72)

Why is it so important to integrate theory of instruction into effective pedagogy?

"But a theory of instruction, which must be at the heart of educational psychology, is principally concerned with how to arrange environments to optimize learning according to various criteria" (Bruner, 37)

Bruner supplies an answer to this arrangement, highlighting the 4 features of effective instruction:

When applied, this instruction method provides a way for students to focus on skill development in order to increase their readiness. Bruner also stresses the importance of applicable learning, and that without an authentic application, "the information is simply useless" (53).

This idea of effective and connected learning connects directly to the major themes and ideas which Professor Diana at WSU expressed when discussing her place based honors level college course. Her goals for the course challenged students to think critically, come to creative conclusions, and take away a greater sense of confidence and involvement in their ability to make effective change.

Most interesting, however, was Professor Diana's perspective and role in her course. Rather than see herself as an instructor, Diana explained her position as more of a 'writing coach'. Serving as a guide, Diana helped her students write strong, effective papers, which attacked arguments and problems generated by her students. Rather than provide material, Diana led her students towards and through new ideas and skills.

As Bruner would most likely agree, the results were powerful. Students left Diana's class feeling empowered to make change. After an end of semester reflection, students reported to feel as if now, they had the skills and knowledge to become active members of their current and future communities. 



During our conversation about students learning in this inquiry model, the idea of anxiety and discomfort arose. Diana reported that some of her students struggled with the lack of structure given in the course; the student's freedom in learning was new and overwhelming.

I couldn't help but think about the clear connection to what I read in Denise Pope's "Doing School". These high school students reported that ""Everybody" does the minimum required to get by and everybody focuses on grades instead of learning the material" (Pope, 28). How much of this anxiety in college is created based on student's lack of opportunity in learning during high school? And, how does this lack of opportunity start to grow in the elementary levels? It seems that, as we get to college, where learning is structured to be so authentic and applicable, we lack the skills necessary to succeed. According to Bruner, these skills are vital; "a curriculum should involve the mastery of skills that, in turn, lead to the mastery of still more powerful ones, the establishment of self-reward sequences" (Bruner, 35). The disconnect of skills and experience, ranging from elementary school to college, shows the impact of neglecting Bruner's 4 essential features, and in this situation especially, effective sequence.

• Where else does this disconnect occur?
• Is there disconnect in the way that the Investigations math program is taught throughout the grade levels?
• What about the connection between a school's mission statement and the math program which they use? Does the mission statement and program goals align?

"Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself" (Bruner, 72)

Constructivist Learning Theorists

Where do the theorists fit in with this connection between community and learning?

Dewey

"The relationship between knowledge and reality is a result of individual and social experiences (Ultanir, 199)

"learner centered and less teacher dominated learning environment" (Ultanir, 201)

"the child own experience must be acknowledged" (Ultanir, 206)


The idea of social experience and its impact on learning is closely related to Bruner's ideas of engagement. Social discussion provides students with authentic motivation and a reason to apply and develop their problem solving skills.

Piaget

"continuous and gradual change of schema" (Jones)

"the most frequent cause of accommodation is the interaction, and especially linguistic interaction, with others" (Glaserfeid, 66)

"motivation to master new problems is most likely to spring from having enjoyed the satisfaction of finding solutions to problems in the past" (Glaserfeid, 181)

This gradual change supports the instructional practice of connecting prior knowledge with new learning, using each lesson and activity to build on a big idea rather than focus on specific content points.

Vygotsky

"social interaction leads to gradual, incremental changes in thought and behavior (adapted from the cultural and societal norms)" (Jones)

A direct connection to the importance of a classroom community.This raises the question of what are these cultural and societal norms? Are they different in and out of the classroom? In school, are we teaching students to norms of our society, or teaching them to seek out norms in order to understand social arrangement and communication?

Bruner

"effective instruction is engaging and stimulating to student minds" (Jones)
"set purpose for learning- motivate further exploration" (Jones)


How do the verbs we use in student objectives define their learning experience?

What are our expectations of education and how does these expectations impact the learning models used in classrooms?

What is the difference between memory and understanding? How do we assess this difference? 

The Having of Wonderful Ideas, Eleanor Duckworth

"Having confidence in one's ideas does not mean "I know my ideas are right"; it means "I am willing to try out my ideas" (Duckworth, 5)

What is a wonderful idea?

How do ideas grow from ideas?

How do educators encourage students to arrive at wonderful ideas?

http://www.azquotes.com/author/57783-Eleanor_Duckworth

Why are students ideas significant?

When students come to the realization that their ideas, values, thoughts, and skills are significant, they become confident in their ability to learn and share. Student's develop self respect for their own thoughts and are more willing to share and converse with classmates about their ideas. An inclusive environment harvests this growth in self-confidence, helping students solidify their ideas. When students see their ideas as significant, they begin to ask meaningful questions to  help grow their ideas even further.

"One can familiarize children with a few phenomena in such a way as to catch their interest, to let them raise and answer their own questions, to let them realize that their ideas are significant- so that they have the interest, the ability, and the self-confidence to go on by themselves" (Duckworth, 8)

Learning models that are so focused on getting to the final answer are preventing students from learning the important skills locked inside the struggle of problem solving: (Duckworth, 67) 

surprise

puzzlement

struggle

excitement

anticipation

dawning certainty

This lack of divergent exploration connects to the ideas recorded by students in the novel "Doing School" by Pope. Student's who have mastered the art of doing school correctly, meaning getting college-ready grades and preparing strong community service-based resumes, express their frustrations and missed opportunities to learn.

When, where, and why did we change from learning through play to learning for preparation?

The Inclusive Classroom

What happens to inquiry learning if the teacher does not meet these role requirements?

http://quotesgram.com/inquiry-quotes/

If the educator does not complete their role in the learning process, how does student's inquiry suffer?

Inquiry based learning occurs with the establishment and development of an inclusive classroom environment. Inclusion create a safe place to learn.

• recognize, respect, and incorporate student's prior knowledge and experiences
• comfort to take risks
• consider academic/social strengths and weaknesses of individual learners
• focus on the process skills
• reflection and development of the community- what works? what doesn't?

But what happens when this inclusive community is not established? 

The focus of learning shifts from the process to the answer.

Inquiry without a supported community is superficial. Students who are not comfortable to ask questions and take risks cannot achieve higher order process skills and are forced back into the habit of simply problem solving to find one correct answer.

I think that this idea of an inclusive classroom reaches past just teaching with a culturally relevant perspective. Or, perhaps the idea of inclusion is locked within this theory. When I think of a culturally relevant classroom, I think of a place where all students are recognized and respected as learners. This does not necessary mean in a diverse setting where students have various backgrounds. Any classroom, regardless of the student demographics, must be inclusive of all learners with varied strengths, weaknesses, and experiences. This is true culturally relevant teaching, and the heart of the environment necessary for inquiry based learning of successfully occur.

Culturally Responsive Teaching: Theory, Research, and Practice and Education and Racism: A Primer on Issued and Dilemmas

How does culturally responsive teaching foster inquiry learning?

Inquiry learning is rooted in students ability to think.

Students ability to think is influenced by their prior knowledge.

Prior knowledge is developed based on experience.

Culture experiences, and expectations impact their home-school connection.

Learning with the inquiry model just does not seem to work without creating an inclusive, supportive, and safe classroom community. In order for students to take risks in their work, asking questions, creating solutions, and analyzing their work, their learning space must be supportive.

As it is now, students who arrive at school with a home culture that matches that of the institution are tracked more easily towards academic success. 

Students, however, should not just assimilate into their school community, but build it. Within this creation, students look for recognition and respect for the knowledge and experience they each bring from home.

Can culture be used as a tool to create authentic problems and activities, especially in math? I am still thinking about this one. It seems like incorporating culture into math problems is too superficial and would not actually make the problems more 'real'. I think the value of incorporating the classroom into students diverse cultures is within community building. Students bring different sets of problem solving skills based on personal experiences. Application of their problem solving strengths highlights students individuality. Encouraging development of their weaknesses helps build the learning community.

Educators can "reconsider their culture as a source of knowledge, strength, and having something to offer schools" (Leonardo, 61). Perhaps culture and respect plays more of a role in the way the classroom teacher works with her students. Knowledge of different norms and expectations that each student brings to the classroom impacts their learning style. Here, culture becomes a tool for the teacher- they can quickly adapt how to provide each student with individualized support.

"The class was never an individual effort!" 

(Gay, 163)- and nor should it be. Inquiry is community learning.

Guidelines and Goals of Observation- Ethnographic Eyes

"Ethnography helped us ask critical questions about supervision, classroom observations, lesson plans, reflections, interviews, data collection, and case studies" (Frank, 2)

In order to fully embrace inquiry learning, I plan to approach my classroom observations with an inquiry based model of ethnographic observations. I will become a learner in the classrooms, rather than simply an observer. My questions, observations, and inferences will help to grow and develop my own understanding of inquiry in the classroom and increase my own experience with the learning model.

What to look for?

• patterns and routines that impact the learning community
• student's role, and how it changes with the topic, lesson, and time
• teacher's role, how and when questions are asked to further student learning
• "suspend judgement" in order to take in authentic information from both student and teacher
• environmental factors that allow for inquiry to occur

Dewey's Suggestions... (177)

Serving as a rubric for my own observations and inferences

"It is organized as a social community; children are learning in the active setting of a miniature community"

"The social significance of subject matter is brought out in instruction"

"Children are involved in solving real problems, past and present. The subjects in the curriculum are integrated in the way that they work and are synthesized in the real world"

"Teachers confer frequently, informally and formally"

"Children are free to move around the room and seek help from others"

"The school takes advantage of cultural and educational institutions in the community to enrich the curriculum and children's lives"

"The children are happy"