![]() ![]() The teacher translates the lesson into a variety of practice sessions. This theory of learning is very similar to the theory of how a learner constructs knowledge. The student’s ZPD includes knowing that it is uncomfortable to be wet, and the teacher helps them learn that staying dry means staying comfortable while outdoors. It would have taken them much longer to learn this skill on their own along with experiencing being cold and wet, but it is still simple enough that they can understand it if they have someone to explain it to them. Yet, with the instructor’s help, they can learn how to read the weather (dark rain clouds approaching) and put the rain gear on before they are wet because this skill is within their ZPD. In spite of the instructor telling them what kind of rain gear to use (not plastic) and when to put on the rain gear (before it starts raining), they still tend to wait until they are wet before they put it on. They know it is important to stay dry when it is wet, but they do not yet have the experience and knowledge of the outdoors to determine what kind of rain gear to use or when to put the rain gear on. As an instructor, you are continually striving to expand your students’ ZPD by using methods that challenge their learning through new experiences and building a positive learning community.įigure 3.2 Vygotsky’s zone of proximal development and scaffolding.įor example, say a novice student is learning how to be comfortable in the outdoors. Thus, as students grow and learn, they continually strive to expand their ZPD. The outer ring of the ZPD indicates learning that is presently beyond what the learner can do or knows. To progress from what the student knows they scaffold their skills and knowledge, utilizing new experiences and collaboration with other students and the teacher to expand their learning development. The ZPD illustrates how the learner possesses a range of knowledge, skills, and experience. Vygotsky described the concept that learners have a “zone of proximal development” (ZPD figure 3.2). ![]() In short, collaboration is an important part of learning, according to Vygotsky (Sarikas 2020). Thus, the idea of students learning from other students is included within instructional scaffolding. The community piece includes the other students, not just the teacher. He was also a strong proponent that community is important in learning because that’s how one makes meaning of what one is being taught. It is a teaching method that was formulated by a psychologist named Lev Vygotsky in the mid-1970s as he researched childhood development and how children learn, and he coined the term scaffolding. Instructional scaffolding is similar to constructivism because it is a means to building on previous learning to achieve the next level of learning. Learning theories guiding outdoor education: Scaffolding This is an excerpt from Outdoor Education-2nd Edition by Ken Gilbertson,Alan Ewert,Pirkko Siklander & Timothy Bates.
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