So by now it is very clear to us that Vygotsky and Bruner both agreed on social learning. I am positive that each of us can recall a moment well before we set foot inside of a classroom of concepts or things that we learned from the people in our everyday surroundings such as our… Continue reading In a Nutshell
After presenting our poster, I went home and reread our posts and realized I forgot to include an explanation for distributed and synergistic scaffolding in our blogs. It was through a conversation Emmy had with one of our peers where they were discussing how we can combine different forms of scaffolding in order to provide… Continue reading Distributed Scaffolding
We did our presentation today!
Several of our previous blogs have discussed both Vygotsky’s zone of proximal development (ZPD) and Bruner’s scaffolding theories. We have illustrated how, although there are some differences, both vygotsky and Bruner believed it was through social interactions that students learn. In addition, both their theories explain that students learn in what Vygotsky calls the ZPD… Continue reading Scaffolding and Software
Similarities The findings of Jerome Bruner, are only linked to Vygotsky through their emphasis on how there is no separation between the mental and social aspects of growth. The similarity is seen in Bruner’s belief that learning is an active process that it requires learners to develop their own ideas or knowledge, using their current… Continue reading Vygotsky vs. Bruner
Here is our poster we created to give the whole overview of our project.
Scaffolding is a term that is used very broadly in today’s educational society, but originally there was a particular way that scaffolding was meant to be implemented. In was in the article The Role of Tutoring in Problem Solving by Woods, Bruner, and Ross (1976) the term “scaffolding” was first used; it explained the idea… Continue reading Bruner’s Scaffolding