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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
The GRR model "...assumes that [the student] will need some guidance in reaching that stage of independence and that it is precisely the teacher's role to provide such guidance". [3]: 34 Vygotsky (1978) believed that guided interactions, with an adult, or a more skilled peer, could facilitate a higher level of thinking within the zone. [5]
This technique is called "scaffolding", because it builds upon knowledge children already have with new knowledge that adults can help the child learn. [26] Vygotsky was strongly focused on the role of culture in determining the child's pattern of development, arguing that development moves from the social level to the individual level. [26]
Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Belarusian: Леў Сямёнавіч Выгоцкі; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory.
In Vygotsky's theory, [16] adults are very important for young children's development. They help children learn through mediation, which is modeling and explaining concepts. Together, adults and children master concepts of their culture and activities. Vygotsky believed we get our complex mental activities through social learning.
The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students' intelligence. He also created ZPD to further develop Jean Piaget's theory of children being lone and autonomous learners. [4]
Juan Pascaual-Leone was the first to propose a neo-Piagetian stage theory. Since that time several neo-Piagetian theories of cognitive development have been proposed. [12] These include the theories of Robbie Case, Grame Halford, Andreas Demetriou and Kurt W. Fischer. The theory of Michael Commons' model of hierarchical complexity is also ...