GROWTH DEVELOPMENT CHILD
VYGOTSKY
|
Question
[CLICK ON ANY CHOICE TO KNOW THE RIGHT ANSWER]
|
|
|
* Use guided participation* Use modelling and verbal cues to guide student’s learning. Slowly, give children moreindependence and responsibility for carrying out the learning activity.
|
|
|
* Model “thinking aloud” when problem solving with students. Encourage them to “talk tothemselves” (private speech) when working on difficult tasks.* Provide opportunities for students to work on learning activities together. Interaction with peers gives children a platform to explain ideas. Interactions with equal or more skilled peershave the most positive benefits.
|
|
|
* Engage in learning and assessment activities that are within the child’s zone of proximal development.* Provide sufficient instructional supports (cues, suggestions) for challenging tasks. Slowlywithdraw support when children are able to do the tasks on their own.
|
|
|
None of the above
|
Detailed explanation-1: -A contemporary educational application of Vygotsky’s theory is “reciprocal teaching, ” used to improve students’ ability to learn from text. In this method, teachers and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting.
Detailed explanation-2: -To help learners achieve independence, Vygotsky outlined scaffolding as a tool for growth. Learners complete small, manageable steps in order to reach the goal. Working in collaboration with a skilled instructor or more knowledgeable peers help students make connections between concepts.
Detailed explanation-3: -The main idea of the Zone of proximal development is that a person with more knowledge can enhance a student’s learning by guiding them through a task slightly above their aptitude. As the learner gains more competence, the expert steadily stops guidance until the learner becomes able to do the task by themselves.
Detailed explanation-4: -For example, a child might be shown pennies to represent each sound in a word (e.g., three pennies for the three sounds in “man”). To master this word, the child might be asked to place a penny on the table to show each sound in a word, and finally the child might identify the sounds without the pennies.