Analysis Of Lev Vygotsky

Class Session Overview During the Wednesday Business Management class, Professor Piaget came in just as our session was set to start and began by briefly going over the electronic test we would be taking prior to the weekend. After establishing that the test would be over chapters 4, 5, and 13, Professor Piaget asked students what concepts and topics they were struggling with. “I am here as a resource for all of you, use me as you would a textbook. What questions do you have? What can I help you for as the test draws near?” professor said. A multipurpose lecture hall, our classroom is barren so the first few moments of class were very dull with no one speaking up, and nowhere to look. Silence. “I wrote the test, you all should take this opportunity

One of the two forefathers of constructivism, Lev Vygotsky (1896-1934), emphasized the critical role of peers, parents, and “other people” in student learning. According to Judith Watson (2000), Vygotsky’s view of constructivism was that “learning is constructed jointly through social interaction, and understanding can be enhanced by the appropriate amount of assistance, finely tuned to what children know and can do” (p. 2). Known as scaffolding, the method of teaching students through self-discovery is a teaching structure that Professor Piaget uses regularly. An example of scaffolding in the management classroom would be when Professor Piaget will encourage students to “think out loud” after they ask a question. One student in class asked “what is the difference between the principle of utilitarian benefits and the principle of distributive justice?” After answering the question, Professor Piaget asked the student, “what about the two principles are you confusing?” Having the confused student work through their disorientation aloud was a way of scaffolding the student into a deeper understanding of the topic. Just because a topic was not understood initially does not mean a student cannot make sense of it after a little help from the