Assignment 2 – Interacting With Rad
1. Describe the behavioral goal you set for Rad in Assignment 1: Let’s get Radical
The behavioral goals set for Rad in Assignment 1: Let’s get Radical, include getting Rad to follow instructions, modify his methods of getting the instructor’s attention, improving on-task behavior, and enhancing his participation in group work. These goals were set on the premise that they would help address the negative behaviors Rad was exhibiting and eventually help him regain normal classroom behavior. Specifically, implementing these behavioral goals will help improve his classroom behavior by enhancing discipline and raising his grades.
2. Choose Brunner’s or Vygotsky’s theory of cognitive development and explain the fundamental tenets of the chosen theory.
Lev Vygotsky is considered one of the prominent pioneers of theories of cognitive development, particularly as it relates to social contexts. Specifically, Vygotsky’s theory of cognitive development sought to understand how social constructs affect cognitive growth. Vygotsky’s theory of cognitive development implies that social interactions are beneficial to cognitive development, hence the need for more interaction between instructors and learners and peer-to-peer interactions (Erbil, 2020). In a classroom setting, such interactions can be fostered through group discussions, collaborations, and providing room for constructive feedback. Unlike other theorists in cognitive development, Vygotsky’s theory posits that factors contributing to cognitive development in children are individual and not universal (McLeod, 2020). Differences in a culture heavily account for the disparities in children’s cognitive development, according to Vygotsky (McLeod, 2020).
Generally, Vygotsky’s theory of cognitive development focused on a sociocultural approach, where a learner’s development is preceded by social learning (Erbil, 2020). This implies that a particular learner’s development cannot be explicitly understood without considering the sociocultural context within which it is ingrained. Thus, cognitive development, according to Vygotsky, varies across different cultures. Vygotsky’s theory emphasizes guided learning, especially from other, more knowledgeable persons (Erbil, 2020). Contrary to what many may perceive, other, more knowledgeable people are not necessarily adults. Rather, this concept also applies to peers who know more about a specific subject than their colleagues, more so that they can also impart knowledge to others (Erbil, 2020). This concept is important in a classroom setting where both teachers and peers can impart knowledge.
In Vygotsky’s theory, language plays a crucial role in cognitive development, specifically through internalization, which begins early in life (Taber, 2020). Language is the main tool of communication through which children can gain information from adults. Vygotsky’s theory emphasized the importance of private speech in regulating a child’s behavior, enhancing creativity, awareness, and aiding the completion of tasks (Taber, 2020). According to Vygotsky, children are born with elementary mental functions that develop into higher mental functions after interacting with their sociocultural environment (McLeod, 2020). Vygotsky’s theory posits that different cultures have ways of ensuring their children’s intellectual adaptation. Such tools of intellectual adaptation are usually achieved through social interactions with other knowledgeable people in society. Closely related to this is Vygotsky’s principle of the Zone of Proximal Development. This concept describes the difference between what a child can achieve by themselves and what they can achieve through guidance from a more knowledgeable person (McLeod, 2020). This principle has been applied in education through the use of the scaffolding technique. Scaffolding is where instructors guide learners up to a certain point where they are left to attempt tasks independently.
3. Describe the key ways that the approach to the desired goal would change with the chosen theory.
The approach to the desired goals in Rad’s case would not change much when using Vygotsky’s theory of cognitive development. Rad’s scenario’s main approach to the desired goals is to alter his behavior through collaboration, positive reinforcement, and the prompt and fading procedure. Vygotsky’s theory of cognitive development advocates for social interactions for better results in learning. This scenario aims for Rad to learn better behaviors that will lead to him achieving better grades and improving overall classroom performance. Therefore, collaborative learning will be beneficial to Rad. This could be achieved by collaborating with Rad as an instructor and encouraging collaboration with his peers. This example embodies Vygotsky’s principle of the More Knowledgeable Other. Also, the approach using the prompt and fading procedure is somewhat similar to Vygotsky’s principle of Zone Proximal Development. Rad would be guided in ways that promote a positive response until the instructor will gradually withdraw guidance when Rad starts striving to provide positive responses on his own.
4. Explain the assumptions of the chosen theory and how they may impact Rad or you as the instructor.
The core assumptions of Vygotsky’s theory of cognitive development are that social interactions are key in cognitive development. As a society, we can influence one another’s knowledge. As an instructor, the assumptions in Vygotsky’s theory impact my ability to impart knowledge to those I teach. Through these assumptions, I can tailor my teaching methods to the needs of individual learners to ensure they get the most out of learning. Vygotsky’s theory has reinforced my belief as a role model to those I teach. As a person in the position of More Knowledgeable Other, my job is to guide students until they can achieve tasks on their own. Also, I can use this position to empower students to become knowledgeable to the extent they can also guide others. As in Rad’s case, some of his peers whom I have taught can become the More Knowledgeable Other, as envisioned in Vygotsky’s theory and help guide Rad.
References
Erbil, D. G. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology.
McLeod, S. (2020). Lev Vygotsky’s Sociocultural Theory. Retrieved from Simply Psychology: https://www.simplypsychology.org/vygotsky.html
Taber, K. S. (2020). Mediated Learning Leading Development—The Social Development Theory of Lev Vygotsky. In B. Akpan, & T. J. Kennedy, Science Education in Theory and Practice (pp. 277-291).