Vygotsky Blog Post 1 - Module 21

Module 21 discusses groups, and the different types and ways to divide children into them. There are two types, heterogeneous and homogeneous, where the first one is a mix of children by the term they are being divided on (such as ability) and the second is where kids share similar levels or traits. Children can be grouped by ability or by cooperative learning. When grouped by ability, within-class groups are very effective but heterogeneous ability grouping does not promote achievement for high achieving individuals, and therefore is good for those who are low achieving. There is also between-class ability grouping, and in both of these methods, high achieving children tend to do better. In cooperative learning, there must be five things: positive interdependence, individual and group accountability, interpersonal skills, face to face interaction, and group processing. This method also helps with self-esteem and motivation.  What is most beneficial in grouping of children who are intellectually or learning disabled?


Vygotsky believes that no learning is individual, and therefore thinks that learning is a social process. This makes Vygotsky a supporting of grouping, as children get to interact with others to expand their learning. Vygotsky would recommend heterogeneous learning, because he believes that you learn more when you learn from a wide variety of people.


Vygotsky believes that learning drives development, and development can occur throughout life until death. Piaget, however, believed that learning was always occurring, but development only happens in a certain stage of life.

I am being influenced by advertisements, brands, and other objects that may connect to something greater than itself. Additionally, all I have learned before (from others) has influenced by prior knowledge, perceptions and opinions I have today (and constantly think about).