Lesson 3 - Vygotky's Sociocultural Development

Presentation of Theoretical Construct

 

Lecture Information: Zone of Proximal Development (ZPD)
This page will deal with Vygotsky's Model for learning that is consistent with his socio-cultural theory.  The diagram below demonstrates the complexity and reciprocal nature of the Zone of Proximal Development.  In Vygotsky's view, there are three different conceptual areas of knowledge, skills and abilities.  Development is dependent on the social interaction with a more knowledgeable peer or authority figure.  Please refer to the  diagram below.

Inner-Layer:
In the above diagram, this is the layer that is closest to the learner.  It represents all of the knowledge, skills and abilities that the learner has complete control over.  That is to say that these are items that the learner needs virtually no social interaction in performing.  It is a matter of conscious choice as to whether or not to do them.  For example,  since you are reading this, you must also have complete control of the English alphabet.  You can create as well as recognize familiar groupings of the letters into words that have meanings and structures.  You can choose to continue reading or not.  It is entirely void of any real social interaction.

Outer-Layer:
In the above diagram, this is the layer that is farthest from the learner.  It represents all of the knowledge, skills and abilities that the learner would have so much difficulty acquiring that they would soon become frustrated and give up.  I think Vygotsky would emphasize that this is where the role of culture and language ability would play a profound role as well.  These items that would likely frustrate, are also very likely to be the items that are not valued by their culture or are not a part of their cultural experience, or are not part of their available resources.  The language may also be a barrier here as well.  The learner may simply not have the vocabulary to understand the new concepts.  For example, I might be the world's worst auto mechanic.  My family didn't value such activities.  No one sat around the dinner table discussing the merits of any carburetors.  Consequently, I view mechanics on a par with medical doctors; they keep your car healthy.

Middle-Layer:
In the diagram, this is the layer sandwiched between the inner & outer layers.  It is this layer that Vygotsky views as the Zone of Proximal Development (ZPD).  The items at this level are outside of the learner's control and can be learned only through social interaction/instruction from a more knowledgeable peer/authority figure.  This speaks to the concept that people are dependent on one another for expansion of their knowledge base.  The example that I most commonly use is how you learned to play video games.  Most often you were at a friend's house who had a Playstation, Nintendo, or X-Box, who then demonstrated the intricacies and strategies of each of the games and controller. 

The 90/10 Rule:
This concept might be best understood as a common folk wisdom from practicing teachers.  Relative to their peers, some have a large potential for learning, and would therefore be thought of by Vygotsky as having a large ZPD.  Others have a relatively low potential for learning and would therefore be classified as having a small ZPD.  Those students with a large ZPD (the gifted & talented) therefore need very little social interaction/instruction in order for them to learn efficiently and thoroughly.  However, students with a relatively small ZPD need a great deal of social interaction/instruction in order for them to learn adequately.  This goes a long way to explain the perception of many practicing teachers, that it at least feels that you spend 90% of your time as a teacher with only 10% of the students.

Back to Lesson 3 Index