![[Vygotskian's theory of social law.png]] Voir notes sur [[SAMR]] où Puentedura explique les notions les plus connues dans [TEAL 2021: Keynote Address by Dr. Ruben Puentedura on Vimeo](https://vimeo.com/516491246) : > a learner who comes into this world and has a certain set of skills we're going to call the ==zone of current development==. But when they interacting with their peers who we will now call the ==MKOs (more knowledgeable others==) then they're able to do more things called the ==zone of proximal development==. So by virtue of interacting with others in a social domain, students enhance and expand what they can do from the zone of current development to the zone of proximal development. [...] Through independent practice, that zone of proximal development gets iterated and now become the new zone of current development that then by interacting with more knowledgeable others becomes an even bigger zone of proximal development, etc. ## Extrait vidéo Passage où Puentedura parle de Vygotsky: ![[Vygotsky-Puentedura.mp4]] ### Transcription Let me move on now to the last portion, the third example I want to show you, which will bring in one more set of considerations, one more set of ideas. And the idea I want to bring in here, it comes from the "Vygotsky Theory of Social Learning". Now I think many or most of you will have heard about it, but just to very briefly recap how it's set up. You have a learner who comes into this world, if you will, and has a certain set of skills what we're going to call the ==zone of current development. But when they're interacting with their peers, who will call for now the MKOs or more knowledgeable others, yes, there's lots of acronyms in the Vygotsky theory, then they are able to do more things, what's called the zone of proximal development. So by virtue of interacting with others in a social domain, students enhance, expand what they can do from the zone of current development to the zone of proximal development==. And then, very important, this is the step that gets forgotten quite frequently by a crucial one, ==through independent practice, that zone of proximal development gets iterated and now becomes a new zone of current development that then by interaction with more knowledgeable others, becomes an even bigger zone of proximal development etc. Keep going over this loop of working the encounter with others, zone of proximal development, independent practice then to make it now part of the zone of current development==. The interesting thing about the Vygotsky learning is how effective it is and how efficient it is. It's much faster for instance than simple, you know, my medic okay just gives somebody something to mirror but without the social person, they are just without the interaction with the social group. Now, when you look at what's happening in greater detail, as you can see in this diagram, what's going on is a bit more complex than one of the simple, okay, you might assume that they take the whole knowledge from the other well, it's not that simple. ==Somebody interacting with more knowledgeable in a group chop up what they see, what they're getting into little bits. And some of those bits they take and they reassemble the way they were. Other times they'll combine a bit they got from one more knowledgeable other with a different bit and a third bit there. And yet other times they'll combine a couple of bits and then they have to create bits of their own to splice the whole thing together==. And all of this needs to be integrated. ## Notes prises durant la lecture de *Thought and Language* Vygotsky, Lev S.. *Thought and Language*, revised and expanded edition . MIT Press. Kindle Edition. Voir aussi [Thinking and Speaking](https://www.marxists.org/archive/vygotsky/works/words/index.htm) ### Introduction Two basic forms of childhood experience: the ==scientific== and the ==spontaneous==. > Scientific concepts originate in the highly structured and specialized activity of classroom instruction and impose on a child logically defined concepts; spontaneous concepts emerge from the child's own reflections on everyday experience. ➝ ==Dialogical character of learning== reconciling "the spontaneous character of a child's reasoning with the scientific—and thus the adult—nature of concepts learned at school". > Vygotsky used the term zo-ped, ==“the zone of proximal development”: the place at which a child's empirically rich but disorganized spontaneous concepts “meet” the systematicity and logic of adult reasoning==. As a result of such a “meeting,” the weaknesses of spontaneous reasoning are compensated by the strengths of scientific logic. ### Chapter 6 The Development of Scientific Concepts in Childhood Première mention de la zone of proximal development = emplacement 3837, 65% (pp. 197-198) > Most of the psychological investigations concerned with school learning measured the level of mental development of the child by making him solve certain standardized problems. The problems he was able to solve by himself were supposed to indicate the level of his mental development at the particular time. But in this way, only the completed part of the child's development can be measured, which is far from the whole story. We tried a different approach. Having found that the mental age of two children was, let us say, eight, we gave each of them harder problems than he could manage on his own and provided some slight assistance: the first step in a solution, a leading question, or some other form of help. ==We discovered that one child could, in cooperation, solve problems designed for twelve-year-olds, while the other could not go beyond problems intended for nine-year-olds. The discrepancy between a child's actual mental age and the level he reaches in solving problems with assistance indicates the zone of his proximal development; in our example, this zone is four for the first child and one for the second==. Can we truly say that their mental development is the same? Experience has shown that the child with the larger zone of proximal development will do much better in school. ==This measure gives a more helpful clue than mental age does to the dynamics of intellectual progress==. - **Problème** : on mesure le développement du niveau mental d'un enfant en lui faisant résoudre des problèmes standards par lui-même. Cela indique seulement la part accomplie dans le processus du développement, ce qui est très incomplet. - **Solution** : Si l'âge mental d'un enfant donné est de 8 et qu'on lui donne des problème plus difficiles que ceux qu'il peut résoudre et qu'on lui procure une aide. Si cet enfant peut, avec de l'aide, résoudre des problèmes pour des enfants de 12 ans, sa zone de développement proximale est de 4. Voir aussi note de bas de page : The concept of the "Zone of Proximal Development" became adopted by many Western psychologists and educators. See B. Rogoff and J. Wertsch, Children's Learning in the Zone of Proximal Development, San Francisco: Jossey Bass, 1984; R. Sternberg and E. Grigorenko, Dynamic Testing, New York: Cambridge University Press, 2002. > Therefore the only good kind of instruction is that which marches ahead of development and leads it; it must be aimed not so much at the ripe as at the ripening functions. It remains necessary to determine the lowest threshold at which instruction in, say, arithmetic may begin, since a certain minimal ripeness of functions is required. But we must consider the upper threshold as well; ==instruction must be oriented toward the future, not the past==. (pp. 199-200) Voir aussi plus loin : > ==For each subject of instruction, there is a period when its influence is most fruitful because the child is most receptive to it. It has been called the sensitive period by Montessori and other educators==. [...] ==Our investigation demonstrated the social and cultural nature of the development of the higher functions during these periods, i.e., its dependence on cooperation with adults and on instruction==. Montessori's data, however, retain their significance. She found, for instance, that if a child is taught to write early, at four-and-a-half or five years of age, he responds by “explosive writing,” an abundant and imaginative use of written speech that is never duplicated by children a few years older. This is a striking example of the strong influence that instruction can have when the corresponding functions have not yet fully matured. (pp. 200-201) ## Lire - [Zone of proximal development - Wikipedia](https://en.wikipedia.org/wiki/Zone_of_proximal_development) - [Vygotsky's Zone of Proximal Development and Scaffolding](https://www.simplypsychology.org/zone-of-proximal-development.html) —- [Donald Clark Plan B: Vygotsky, language, intelligence and AI](http://donaldclarkplanb.blogspot.com/2023/06/vygotsky-language-intelligence-and-ai.html?m=1) > When we use a LLM we are like young children asking questions and being given responses by what Vygotsky calls a ‘knowledgeable other. ==That knowledgeable other is AI==. > In fact, this ‘knowledgeable other’ is better than any one teacher as it covers all subjects, at different levels, personalised, is available 365/24/7, is endlessly patient, polite, encouraging and friendly. > It uses language, the key form of learning and social development for Vygotsky, to patiently go at the learners own pace, level and even identify mistakes. It can keep us in a useful Zone of Proximal Development, as the process of dialogue captures what has been said to guide what should be said next.