Vygotsky+and+classroom+organisation


 * __ Angela's 4th Grade Classroom __ **


 * Click on the photo to see video. **

[|Click on the link for teacher advice:]

= Introduction =
 * __ Vygotsky in the class. __**

The Project/ report presented below is intended to infer and link up the Angela´s fourth grade video with Vygotsky´s psychoeducational theories, the educational psychology Mozart. We will try to refresh by the Vygotsky´s theoretical framework, among which we would highlight: Vygotsky’s social constructivism, and knowledge scaffolds through the language (language belongs to the group of people where we were born) which is the main cultural tool and the interaction with the social environment, which is the main exchange of thoughts vehicle. Moreover, it determines personal features, information and language on the walls, the work through the books and readings... Thought and language, and intellectual development, relation between language, thought, speech and the information we give the others (people) is essential set up the thought, its characteristics and the personal growth.

=__ Observation and date Collection method followed __=

Our group has observed the video of one teacher of the school called Angela. This teaching professional based her teaching strategy on different resources and systematized tools for her daily lessons. The ones she introduce us are the next ones and we in our task we have tried to link this resources with the main Vygotski´s theories.

|| With the meeting area, the library & the ITC´s they can work on language skills such as reading, writing, listening and speaking (the ability of argue, sharing emotions and also the different points of view). With all this physical communication instruments presented in this classroom, the construction of the thought and intellectual development are possible. ||
 * ** AUTHENTIC STUDENT WORK: **
 * Make the class a comfortable and personal place with the chairs, sofas, carpets, pillows, desks, posters, maps, library… **
 * Social Constructivism || The teacher tries to create a kind of microsociety which looks good & make, the children feel good. That´s why it has be created for the kids and by the kids. Students have to create an environment in which each one has to share information, e.g. Posting information on the walls with the help of the teacher. ||
 * Thought & language, and intellectual development || In general terms, we can observe that this teacher designs her classroom supported by language mediators. With mediators like the instructional bulletin board, kids can develop a commitment, sharing & feeling within the information.
 * ZPD (Zone of Proximal Development) || All of these educational resources and the teacher´s support make a knowledge gap between the previous knowledge of children and their final knowledge, creating a Zone of Proximal Development. ||

** One of the main resources where we can find 2500 books and registered with a system called intellygescanner, through it we can organize books in tags like topics, author, level, title and genre; organized like a public library with a printed list in alphabetical order as well as stickers on each book to place them easily in their right place. ** ||
 * ** LIBRARY: **
 * Social Constructivism || This library gives children a wider knowledge, which includes the general and specific ones, through the vocabulary, the stories, specialized texts… helping to know the human culture in which the kid borns, using reading as the main tool, language is the main cultural and interactional social tool, we will use books as the main vehicle of human thought exchange ||
 * Thought & language, and intellectual development || Reading gives the child a lot of vocabulary and this vocabulary will make the child form, enrich and externalize his/ her thoughts easily while forming an internal and common classroom culture . ||
 * ZPD (Zone of Proximal Development) || Due to the books and other resources of the library, it is intended to get the children in an autonomous and group way to the Zone of Proximal Development, expanding this way their knowledge in a specific and transversal way in so many fields. ||

** This boards help to see what they have learned, what they are going to learn and mark the future goals as a dare. Makes information more attractive and easily to memorize because of being touchable and visual. **   ** We have seen two different boards, one destined for vocabulary divided in comprehension, accuracy, fluency and expanding vocabulary, and another board for reading strategies called “decoding board”. In the last one appears recommended some stratetegies like create mental images and make connections to our life, the world around us and to think in books we have encountered... ** ||
 * ** INSTRUCTIONAL BOULLETIN BOARDS: **
 * Social Constructivism || Through the decoration and the personalization of their microsociety, it is through vocabulary, the learning/ acquisition strategies and corporeal and visual knowledge, and so on more attractive for the kids. Getting them closer to discussion and the Exchange of points of view, ideas… between them. Therefore building their thought. ||
 * Thought & language, and intellectual development || The continuous visualization in class of the different strategies, contributes to the intellectual development, along with the clarification of terms in the boards, all of this by joining the formation of thought. ||
 * ZPD (Zone of Proximal Development) || This is some information to be considered basic; it has to be interiorized by the constant visualization of those boards on walls…, thus intending to achieve this aim. ||

** This place has to be comfortable with an inviting floor (carpets, pillows…). The teacher says that this place it is going to be more used than the usual desks. The class will do the class meetings, mini lessons, conferences, reading lessons… ** || By means of public language we will supply the kids to build their thoughts. ||
 * ** MEETING AREA: **
 * Social Constructivism || We will use this place in order to share and build through language, culture, interact socially and finally to be formed as citizens, people and professionals/ students.
 * Thought & language, and intellectual development ||^  ||
 * ZPD (Zone of Proximal Development) || With the meeting area a group Zone of Proximal Development is possible, supervised and mediated by the teacher ||

** They are included on the teacher’s daily routine. They can be expensive but this is why we have to use the sources we already have. Most part of fun came from the use of the ITC´s. We can access the wide knowledge of the Net from the class, record experiments and practices and conferences with other countries are also possible ** || Social Constructivism  || The ITCs are a kind of mediator that increase the classroom horizons and makes less limited language and the culture where the children grow and develop, being enriched with other cultures, e.g. Through conferences with children around the world and the huge amount of data that The Internet brings to us, helping to file information in different ways and at the same time right away, developing the technological skills. || Thought & language, and intellectual development  || A wider amount of vocabulary and culture means a wider mental and intellectual development, as it increases the linguistic skill. || ZPD (Zone of Proximal Development)  || Through the ITC´s children get closer to a wider knowledge and record of the world. E.g. Register: recorded science experiments. E.g. Knowledge: conferences with other countries around the world. ||
 * ** ITC´s: **

=__ Summary __=

We have concluded that knowledge and thought are built and expressed through language; we have also come to the conclusion that if we have the necessary sources and dynamic tools in the class, they will help us to enhance and build the proper use of language our teaching labor, it will be more effective and also more supported. So after finishing this investigation/ project we consider that the design and configuration of spaces and classroom resources as well as their materials, they deserve time and all of the teacher’s dedication.