Week 3 LT1

1.  Can you distinguish between actual development and potential development?

This question would fall in the Comprehension segment.  The reader is asked to incorporate and distinguish between 2 key terms.  must be able to know each area and then add their interpretation.

Answer:  Vygotsky believed that learners come with past experiences that color how they interpret the world around them.  When a student comes to class, h/she has actual information and he/she retained the information in context.  There is no interpreting just an understanding.  Vygotsky's theory is that the student has the capacity to add learning, knowledge and applicability of new information.   The journey is from the starting line to the Potential and these 2 are different for each student.

2.  Can you apply social learning theory to an educational experience of your own?
This is a level 3 / Application question.  Requires student to understand the concept of social learning and then make the connection to an individual experience.

The smartboard project that is assigned in the Technology curriculum class.  This is not my area of greatest interest and therefore, I am moderately knowledgable on the technology.  Our team is providing their understanding and skills so that I can acquire the knowledge at a faster rate than if I had to produce the task by myself.

3. Do you think Vygotsky's social learning theory is an accurate focus and has an affect on student's learning?
Taxonomy Classification - Level 6 Evaluation

Vygotsky's focus on peer, and self guided discovery seems to take a rather narrow view on learning.  The combination of low teacher direction and belief that the peers will have the right information to assist the student is a large leap of faith.  Without the addition of other focused learning activities the student may not be setting achievable, appropriate goals.  Additionally, if left to self select topics within a subject, human nature would be to work on familiar material.

This certainly has an affect on the student's learning in many ways including a lack of social interaction with an expert in the topic (teacher), the probability that scaffolding may not be happening and learning may be less than optimal.