Vygotsky TIPR

Current Teacher Behavior

1. What evidence do you see in your field experience of specific teacher behaviors that are related to Vygotsky's theory of sociocultural cognitive development? Specifically address the use of More Knowledgeable Other(s), how the teacher determines the students' Zones of Proximal Development, the types of scaffolding/assisted learning provided, how the teacher helps students internalize the information, the types of cultural and technological tools used, etc.

My cooperating teacher implements many parts of Vygotsky's theory in his teaching. He uses the idea of More Knowledge Other(s) directly because he is considered a More Knowledgeable Other. He is someone who has a better understanding than the learner. He directly explains and demonstrates each exercise for the workout and same goes for the specific sport that they are focusing on for that unit. He also incorporated this idea when he makes groups or pairs of students for exercises and game play. He strategically makes these groups to have 1 or 2 More Knowledgeable Others paired with students who are not as strong. This is a great way for the students to learn from their peers. It also provides a great opportunity for the More Knowledgeable Others to work on leadership skills. 

Zone of proximal development is the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. This idea relates really well to More Knowledgeable Other. This idea is also used when he groups students together. Some exercises, activities, and game can be completed successfully without groups or partner. This is when the child can achieve something independently and without help from someone else (more knowledgeable other). In instances where some students could not complete something successfully on their own or when he is introducing a new sport or workout, that is when he will group the students accordingly. 

Scaffolding "is a teaching method that enables a student to solve a problem, carry out a task, or achieve a goal through a gradual shedding of outside assistance". (https://www.opencolleges.edu.au/informed/teacher-resources/scaffolding-in-education-a-definitive-guide/). He uses scaffolding in every lesson that I have witnessed. An example of when he uses this is when he will breakdown the workout into smaller, more manageable parts. Instead of making it long and confusing for the students, he breaks it down and simplifies it in order for all of the students to understand it. He also uses cues when introducing a new exercise or sport. For example, in one of his lessons that he did, one of the workouts was toe touches on the bleachers. The cue that he gave the students to work on was "quick feet". This helped the students break down the task further and focus on one specific part of the skill. He also uses cooperative learning throughout his lessons. This is used when he puts the students in groups or teams and the students work together to complete a task or activity. 

The main technical tool that he uses during his classes are heart rate monitors. These are used during the 45 minute workout portion of the class. These provide a great opportunity for the students to learn the importance of heart rate during the workout as well as motivate them.

Student Needs

2. What are these students' needs through the lens of Vygotsky's theory? What more could or should be done?

In my opinion, I think that the students should have more discussions regarding what they are learning and reflecting on that throughout class. I think that this would help the students who are not More Knowledgeable Others be able to learn more about a skill or game in a different way as well as collaborate with others who know more about something than they do. I also think that the students should be encouraged to do more activities independently. I do not think that this should be done every time, but sometimes, I find that the students become distracted when working in groups with their friends. This idea relates to the Zone of Proximal Development. 

Plans for your Lesson

3. How will you address these needs when you teach your mini-lesson in this class?

I will address these needs when I teach my mini-lesson by having the students complete the first half of the workout individually and then the second half of the assignment the students will complete the workout in groups that I will assign. I will make sure to have at least one student who is considered a more knowledgeable other in order for that student to help the other students who struggle. I will also have the students do a discussion at the end of the lesson in which they will discuss with one another what they learned that lesson.