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VIGOSTKY ZPD

According to Vigotsky and his zone of proximaldevelopment, how would you relate it to your year syllabus?

Our main as teachers of a foreign language is that the students could be able tocommunicate in that foreign language, this aim appears in the LOMCE 8/2013of the thof !ecember, the "! 12#/201$ of 28thof %ebruar& and in the !ecree108/201$ of the $thof 'ul&(

Our educational programme is based on Constructi)ist theor& in *hich studentsconstruct their +no*ledge from their pre)ious +no*ledge, follo*ing usubel-sboo+ .he s&cholog& of Meaningful Learning Charon( 1#3(

he 4one of ro5imal !e)elopment *as a concept used b& Le) 6igots+& in hisboo+ .Language and hought M7 Mit press Cambridge 1#3( his means the

difference in *hat the student can do *ith the help of others and *hat can do b&them( his theor& *as deepl& de)eloped later b& other authors and it is calledno* .caffolding( caffolding is directl& connected to Communicati)e approachin *hich the moti)ation of the student is essential, all s+ills are practiced at thesame time and the student is the centre of the learning teaching process( Onthe other hand scaffolding is also directl& related to Cooperati)e Learning,*hich is a teaching strateg& de)eloped b& pencer agan 9see his boo+ .hetructural pproach to Cooperati)e Learning( Ed( :e* ;or+( 18f > *in &ou *in too=, indi)idual accountabilit&, face?to?face promotedinteraction, group processing and appropriate use of collaborati)e s+ills9leadership, conflict management, etc=(@h& is directl& related to all these theories and strategiesA Because scaffoldingmeans to construct +no*ledge, from pre)ious +no*ledge the students must+no* ho* to learn and build their +no*ledge( he teacher, the mentors or apeer can help to do it( >t is based in tas+s that the students must finish to sol)e aproblem or ending(

Le) 6igots+& )ie*s interaction *ith peers as an effecti)e *a& of de)elopings+ills and strategies( e suggests that teachers use cooperati)e learninge5ercises *here less competent children de)elop *ith help from more s+ilfulpeers ? *ithin the Done of pro5imal de)elopment(

o understand this better let-s mo)e to a practice e5ample imagine that *e aregoing to de)elop reading in a class of 3rd of primar& education(

>nstead of telling the students to read a chapter of a boo+ and then ma+e ashort essa& of *hat the& ha)e understood, > am going to use scaffolding or theDone of pro5imal de)elopment to ma+e some acti)ities( > *ill bear in mind

ardner Multiple intelligences 9%rames of Mind7 he heor& of Multiple>ntelligences( Basic Boo+s( 183= because not all the students are good at all of

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them but so these intelligences can be use to help the students *ith a lac+ ofan& of them(

> *ill gi)e to m& students a fragment of the boo+ .he 3 Little igsF > *ill ha)epre)iousl& adapted this fragment to their +no*ledge(

>n the first session > *ill as+ Guestions about the boo+, general open?endedGuestions to +no* *hat do the& +no* about the topic( > *ill tr& to createe5pectations(

he second acti)it& *ill be gi)en the ne* )ocabular& for them to understandbetter the reading( Before the& loo+ into a dictionar& the& *ill tr& to guess the*ords that > *ill e5plain them b& mimic or sho*ing photos, once the& get themeaning, instead *riting the meaning in their mother tongue, the& *ill ma+es&mbols or dra*ing of the *orld to retain better the meaning(

he 3rdacti)it& *ill consist on listening the fragment of the tale( he& *ill ha)e to

focus their attention in understanding not the *hole te5t but the *ords alread&e5plained and grasp the meaning in conte5t(

he $th acti)it& *ill be gi)e them the fragment adapted to their age and+no*ledge and first the& *ill read it indi)iduall& and later in pairs(

he