Vygotsky Post 1

     This chapter talks about grouping. There are two overarching ways to group: heterogeneously (with variations in age, skill level, etc.) or homogeneously (with similar students). Within these, there are many sub-categories. Students can be homogeneously grouped by ability. This can be within or without the restraint of age. It is important to be flexible in the groups that have been picked and to react to the learning that is happening.  When done well, cooperative learning has many benefits.

     Vygotsky believed that learning is social, and grouping is a very tangible example of that. He would also claim that work we deem “individual” is never truly and completely individual, but that it has social and cultural influences. Vygotsky would recommend heterogeneous grouping to draw from the widest base of experiences and cultures.

     Piaget claimed that learning can always happen, but that it is only time and biological maturation that drive development. Vygotsky, on the other hand, believed that learning drove development. This means that children could be coached into developing more quickly.

     My learning experience is being shaped right now by my roommate, Becca. She is threatening to kick me if I don’t write this. I am also using a laptop, which is a tool I may not have were I in another culture.