CONTRIBUTIONS ABOUT VYGOTSKY'S THEORY

VYGOTSKY'S THEORY 

LEIDY VELANDIA:

Rethinking philosophy Vygotsky.

Constructivism is a learning theory that is based on the assumption that human beings construct their own conception of reality and the world in which they live. Each of us generates its own knowledge, its own rules and mental models that give sense and meaning to our experiences and actions. Learning, said simply, is the process of adjusting our mental structures to interpret and interact with the environment. From this perspective, learning becomes the search for sense and meaning construction. It is therefore a process of construction and generation, not to memorize and repeat information.

Constructivism, like behaviorism and cognitivism, presents a variety of ways. The main and most general classification is the considered types of theories: theories with cognitive or psychological counseling and socially oriented theories. From the first, the best example is Piaget and Vygotsky.

UNIT 1 - LANGUAGE, LEARNING AND TEACHING: Chapter 1: Language, learning and teaching- http://datateca.unad.edu.co/contenidos/551018/2015/Contents/Chapter_1_-_Key_Concepts.pdf

ROSALBA HOYA:

Rethinking philosophy Vygotsky.

CONSTRUCTIVISM

Speaking of constructivism, you think of the skill that can show the student when shaping their knowledge from doing. In this sense the theory of Vygotsky gives the teacher a facilitator considered essential role in the development of mental structures in the student to be able to build more complex learning. When the teacher acts against student learning is emphasized and then assess the importance of social interaction in learning; students learn more effectively when it does cooperatively. Allow the student to analyze, ponder, opine, derive from the actions generate ideas is steady living and how their arguments.

Constructivism argues that learning is essentially active. A person who learns something new, incorporate their previous experiences and their own mental structures. Each new information is assimilated and placed in a network of knowledge and experience that previously exist on the subject, as a result we can say that learning is neither liability nor objective, on the other hand is a subjective process that each person will constantly modifying the light of their experiences. It also seeks to help students to internalize, rearrange, or transform new information. This transformation occurs through the creation of new learning and this is the emergence of new cognitive structures that allow face similar situations or similar in reality.

On the other hand, for Vigotsky education is not limited to the acquisition of information, but is a source of development of the individual, as long as you can provide tools, internal techniques and intellectual operations. Attention, memory, formulating concepts are first a social phenomenon and then gradually become a property of the individual. Every higher mental function, it is first social and then is individual, personal. The development of the individual reaches its fullness in so far as it appropriates, endorses, internalizes the skills. At first, they depend on others; in a second stage, through the internalization, the individual acquires the ability to act for themselves and take responsibility for their actions.

The activity proposed by Vygotsky, is a culturally determined and contextualized activity is the human environment itself mediators used in the relationship with objects, both the tools and signs, but especially the latter, since the social world is essentially a world consisting of symbolic processes, among which spoken language. Language is the tool that makes it possible to raise awareness of self and exercising voluntary control of our actions. no longer simply imitate the behavior of the rest, no longer we react just to the environment, with language and we are able to affirm or deny, which indicates that the individual is aware of what is, and who acts voluntarily to define his own concept of all that wants to learn emphasizing their preferences.

EXAMPLES OF APPROACH Vigosky

As an educator in the area of English, the student is allowed to work and build their knowledge as follows

Playing with interactive tasks

Manipulate teaching materials

work puzzle

Play to learn

 DIANA KATHERINE MELO 

Constructivism

This new school of thought is divided into two branches: cognitive and social.

The cognitive constructivism is about the students figuring out reality by their own means. Is the student the main character of the learning process when he is able to get some information and transform it, use it, practice with it until he is able to understand it.

On the other hand, social constructivism is about a relationship between learning as a cognitive action and then the application of this knowledge in society, in real life, real daily interaction.

Vigotsky talks about different aspects in this approach. One of them is the Zone of proximal development. It is related to the stimuli that are given to the student and his ability to learn according to the stimulus.The instruction given by a more experienced person will be the key aspect in the learning process. Also, Vigostky affirms that the learning process needs to be developed in society, different from Piaget’s theory about learning in stages and in an individual way.

 JENNIFER PAOLA VEGA

RESTATEMENT OF VYGOTSKY’S THEORY

Write about constructivism as a school of thought. Restate Vygotsky’s philosophy in your own words and write some classroom examples of his theories in action. Make sure to describe the examples according to your experience as a language teacher and learner. Include relevant information participation in the collaborative forum by sharing the personal definitions of the core concepts and the explanation of Vygotsky’s philosophy with the matching examples in a Word file. Write about 300 to 400 words.

The Vygotsky’s theory focuses on the actual mechanism of the development. He excludes discernible stages of development as theories and assumptions, not more repeat and repeat information memorize or transcription; it’s so boring and old-fashion, games, didactics activities, uses tech resources, sing, explore others environments, make exceptional activities that keep in the minds of the students. Vygotsky's theory on constructivism does not adhere to the idea that a single abstract principle is able to explain cognitive development.

Vygotsky believed that culture is the principal determinant of cognitive progress. In Vgostsky's theory on constructivism, knowledge leads to further cognitive development. The societal configuration of intelligence states that the individual growth could not be comprehended without indication to the societal and cultural context where the aforementioned evolution is entrenched mind development is continuous.

According to my experience as a language teacher and learner, I love to sing and this is the best activity that it help not only to learn, also to teach, if you are shy, you will have to make an effort, practice at home, look the vocabulary, the pronunciation and personality; this activity has helped me for many years with my students. Games are amazing to break the ice

References

http://es.slideshare.net/danilavsky/vygotsky-and-language-development