Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study)

2020 ◽  
Vol 12 (3) ◽  
pp. 105
Author(s):  
Yaseen Azi
Keyword(s):  
Collaborative Writing ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
The Third ◽  
Depth Analysis ◽  
The Individual ◽  
Teaching Of Writing ◽  
Scaffolded Writing ◽  
Scaffolding Learning

This paper aims at explaining the concept of scaffolding within ZPD, providing in-depth analysis, and illustrating how scaffolding, as a tool of assistance, can be used in the teaching of writing. Scaffolding, as a concept, has been originated from Vygotsky’s theoretical notion- the zone of proximal development (ZPD). As it is known, ZPD has been originally constructed to account for the gap between the actual level and the potential level of development of the individual learners. Briefly, the first part of the paper showed how the notions of ZPD, internalization and the concepts of activated learning and collaborative writing within ZPD were briefly presented in the literature review. Likewise, the second part of discussed important concepts in the literature such as scaffolding, principles of scaffolding, scaffolded writing, scaffolding learning. In the third part of this paper, different studies of scaffolding and the teaching of writing in the EFL contexts were briefly discussed and critically presented. The last part of the study briefly presented and discussed the findings of a short one-month case study of my five-year-old son. 

IMPLEMENTING «KEYWORD» TECHNOLOGY IN PERSONNEL MANAGEMENT

2021 ◽  
Vol 23 (5) ◽  
pp. 92-98
Author(s):  
ILYA KAPLUNOVICH ◽  
◽  
SVETLANA KAPLUNOVICH ◽  
Keyword(s):  
Personnel Management ◽  
Adaptive Learning ◽  
Zone Of Proximal Development ◽  
Humanistic Psychology ◽  
Effective Management ◽  
Proximal Development ◽  
Genetic Method ◽  
Individual Zone ◽  
The Individual

The founder of humanistic psychology A. Maslow claimed: those who have only a hammer as a tool are inclined to consider the problem as a naill. Is it possible to learn to see in subordinates not nails, but individuals of joint labor activity? What effective management methods are able to identify the true cause and hidden motives of the employee, influence them and get him to voluntarily accept the actions expected and necessary for the manager? The answer to these questions is the purpose of the described study. In management, the Japanese ”Five Why” method is widespread, which, according to the authors, is not productive enough. Having abandoned the formal-logical and relying on the causal-genetic method of research, the technology of adaptive learning in the zone of proximal development, the authors propose another, domestic approach, which has proven its greater efficiency. The article describes the technology of working with it in practice and its advantages. When using the «keyword» technology, the movement towards the result is purposeful. Within the framework of the individual logical trajectory it affects the reasoning of the employee, not the manager. With these questions, the manager constantly assesses and leads the subordinate into an individual zone of proximal development, and the discussion is held within it (that is, the developing effect of the employee’s reflections is ensured). Reliance on the keywords of the respondent ensures that there are no obstacles in the construction of inferences. If in the end there are obstacles, they are quickly leveled by relying on the next keyword of the respondent.

scholarly journals Multidisciplinary clinical and psychological aspects of diagnosis

2016 ◽  
Vol 14 (4) ◽  
pp. 51-67 ◽  
Author(s):  
N.V. Simashkova ◽  
T.P. Klyushnik ◽  
A.A. Koval-Zaitsev ◽  
L.P. Yakupova
Keyword(s):  
Early Onset ◽  
Zone Of Proximal Development ◽  
Mental Health Research ◽  
Infantile Autism ◽  
Proximal Development ◽  
Early Onset Schizophrenia ◽  
Current State ◽  
The Individual ◽  
Potential Use

The article discusses the current state of the problem a multidisciplinary approach to the diagnosis of infantile autism and early-onset schizophrenia, differentiation of these diseases. The purpose of this study, which has been conducted at the Mental Health Research Center, is to determine the biological (immunological and physiological), pathopsychological markers of infantile autism and early-onset schizophrenia for potential use as an additional differential diagnostic tool in the clinical evaluation of patients. Allocated to types of cognitive dizontogenezis, which are different and specific for infantile autism and early-onset schizophrenia. Timely early diagnosis of autism in childhood is important for follow-up habilitation. Habilitation of children can be built on the basis of the identification of the zone of proximal development, allowing adequately and correctly pick the individual correction programs for each sick child. In turn, the identification of the zone of proximal development can be performed using multidisciplinario approach.

Reconceptualizing the Zone of Proximal Development: The Importance of the Third Voice

2007 ◽  
Vol 20 (2) ◽  
pp. 133-147 ◽  
Author(s):  
Barohny Eun ◽  
Steven E. Knotek ◽  
Audrey L. Heining-Boynton
Keyword(s):  
Zone Of Proximal Development ◽  
Proximal Development ◽  
The Third

scholarly journals The Importance of Primary Prevention Regarding Orientations Given to Babies´ Caregivers

2018 ◽  
Author(s):  
C Anauate ◽  
E Peters Kahhale
Keyword(s):  
Social Contact ◽  
Zone Of Proximal Development ◽  
Human Beings ◽  
Proximal Development ◽  
Mental Functions ◽  
The Social ◽  
Child Neurodevelopment ◽  
Teachers And Parents ◽  
The Individual ◽  
The Brain

Caregiver orientation is very important to promote neurodevelopment on babies. Considering that relations are the key for this development of superior mental functions, we believe that all caregivers, teachers and parents should be present and paying attention to the children, providing opportunity for an ideal neurodevelopmentand humanization. It is important to orientate caregivers so that they can provide qualitative conditions, which integrate affection, conscience and action to promote development to occur according to the potential of the child. We believe that the individual constitutes himself by means of social contact. This work has the goal toapproach the theory which orientates, with specific guidelines and practical work, caregivers aiming a better child neurodevelopment. Bonds are necessary for a better and trustful relation. When you are present in a relation nervous connections are promoted and these lead to a more effective motor, cognitive and affectivedevelopment of the superior mental functions such as memory, attention, language, psychomotricity and executive functions. It uses didactically the following principles of the Social Historical theory of Luria and Vygotsky: mediation, functional units and zone of proximal development. Interactions between the brain and the formation of mental functions require the maturity of the nervous system as well as an active process that emphasizes relations of two or more human beings. Keywords: neurodevelopment, childhood, relation

scholarly journals Situational-Vectorial Analysis of Transcripts of Sessions, Aimed at Overcoming of Learning Difficulties: A Case Study

2020 ◽  
Vol 9 (1) ◽  
pp. 187-203 ◽  
Author(s):  
I.A. Nikolaevskaia
Keyword(s):  
Problem Solving ◽  
Detailed Analysis ◽  
Speech Production ◽  
Personal Development ◽  
Learning Difficulties ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Dimensional Model ◽  
Creative Problem

The article presents an analysis of the case of the provision of psychological and pedagogical help to students with learning difficulties by means of a reflective-activity approach. The evaluation carried out using the methodology of situational-vectorial analysis, developed on the basis of a multi-dimensional model of zone of proximal development and modification of the method of analysis of speech production in creative problem solving. The article briefly describes the stages of applying the methodology: dividing transcripts into situations, analyzing the statements of the counsellor and the student using the method of analyzing of speech production in solving creative problems, correlating statements with the described vectors, fixing the dynamics of changes in the boundaries of the zones of proximal and actual development. Provided detailed analysis of three situations from three sessions with a student of 6th grade who have difficulties in English, the dynamics of personal development described.

Investigating Scaffolding Writing Instruction

2015 ◽  
pp. 169-196
Author(s):  
Aminah A. Sutphen
Keyword(s):  
Writing Instruction ◽  
Instructional Strategy ◽  
Collaborative Writing ◽  
Arabian Gulf ◽  
Zone Of Proximal Development ◽  
Classroom Research ◽  
Student Writing ◽  
Proximal Development ◽  
Education Students ◽  
Limited Ability

Throughout the Arabian Gulf and beyond, higher education students face the challenge of learning to write academic essays in English though possessing limited ability in the language. Scaffolding writing techniques provide support for them as they learn about essay structure while working within their Zone of Proximal Development (i.e. in the metaphorical space between what learners can accomplish unassisted and what they cannot do on their own). This chapter discusses the results of classroom research on how scaffolding writing instruction in English affected tertiary student writing outcomes in the Sultanate of Oman. Instructional techniques used in the study, which include aspects of the Hammond and Gibbons (2005) macro and micro ESL scaffolding model, as well as modeling and collaborative writing, are discussed in detail. The results of the study found that using scaffolding writing techniques revived students' forgotten knowledge of essay structure during approximately ten hours of instruction. In addition, data showed that students favored this instructional strategy.

scholarly journals Towards a more symmetrical approach to the zone of proximal development in teacher education

2017 ◽  
Vol 22 (70) ◽  
pp. 668-689 ◽  
Author(s):  
MICHELE SALLES EL KADRI ◽  
WOLFF-MICHAEL ROTH ◽  
ALFREDO JORNET GIL ◽  
ELAINE MATEUS
Keyword(s):  
Teacher Education ◽  
Conversation Analysis ◽  
Social Relation ◽  
Teacher Educator ◽  
Zone Of Proximal Development ◽  
New Teacher ◽  
Proximal Development ◽  
The Social ◽  
Roles Of Teacher

ABSTRACT This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation.

Written corrective feedback from sociocultural theoretical perspectives: A research agenda

2018 ◽  
Vol 51 (2) ◽  
pp. 262-277 ◽  
Author(s):  
Neomy Storch
Keyword(s):  
Corrective Feedback ◽  
Zone Of Proximal Development ◽  
Future Research ◽  
Small Scale ◽  
Individual Factors ◽  
Proximal Development ◽  
The Third ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Automated Feedback

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the nature and appropriateness of the feedback provided. The second area uses the construct of tools and considers learners’ responses to the means used to provide WCF, including automated feedback. The third, and perhaps most important area, views WCF as an activity, and examines context-related and individual factors that impact on the provision and response to WCF. The paper provides concrete examples of small-scale longitudinal studies in each of these areas, including recommendations as to the kind of data and measures to employ.

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