Educational Theory and Philosophy
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Educational Theory and Philosophy
My personal philosophy of teaching is based on the belief that all students can learn and
succeed if they are given the correct opportunity and support to do so. Each student is unique
and has something special to offer, and it is my job as a teacher to help them find and develop
their strengths. I also conclude that learning should be an active, hands-on approach. Students
should be given opportunities to explore, experiment, and discover for themselves.
Any student can learn any material. They learn at their own pace and in their own unique way.
Some students can comprehend new ideas right away.
While others need more explanation, or
the material must be presented in a different manner.
It is my belief that Lev Vygotsky's theory of the zone of proximal development describes how
students learn best when they are challenged just beyond their current abilities. Vygotsky's
theory of the zone of proximal development (ZPD) has also had a significant impact on my
thinking about education. This theory has helped me to understand the importance of
challenging students just beyond their current level of ability. It has also made me more aware
of the need to provide students with scaffolding and support as they learn new ideas and
techniques.
An important aspect of constructivism is scaffolding, or providing support for students as they
learn. Feedback, clear instructions, and breaking tasks down into smaller steps are the most
common forms of communication.
In Vygotsky's view, scaffolding refers to breaking down information and knowledge into
digestible chunks that can be absorbed by the learner. His idea is that students should be
educated where they are capable of learning with peer support, instructional strategies, and
regular assessment.
Vygotsky coined a definition of instructional scaffolding that focused on
teacher practices. He defined this as, ‘the role of teachers and others in supporting the
learner's development and providing support structures to get to that next stage or level'
(Raymond, 2000)
“The zone of proximal development (ZPD) refers to the difference between what a learner can
do without help and what he or she can achieve with guidance and encouragement from a
skilled partner” (
Simply Psychology 2023).
The zone of proximal development is the area in
which a student is currently learning with support. It is the area between what they can do
independently and what they are not yet ready to do.
An example of the zone of proximal development is a student learning to learning to play ping
pong. The student can hit the ball with the paddle but is unaware of the strategies to win a
game in ping pong. Their zone of proximal development is learning strategies to win a game in a
ping pong game.
The zone of proximal development is critical because it is essential for
teaching and learning for a student to develop. It is also vital because it does not put a limit on
what the student can learn. Instead, there is only potential for where the student can go if
taught and supported through implementing new skills.
To conclude, I believe all students can learn and education should be accessible to all. My
teaching philosophy is based on constructivism. By understanding the constructivist philosophy
and Vygotsky's theory, I will be able to implement these ideas into my teaching while they grasp
the concept I'm teaching.
Works Cited
Raymond, E. (2000). Cognitive Characteristics.
Learners with Mild Disabilities
(pp. 169-201).
Needham Heights, MA: Allyn & Bacon, A Pearson Education Company
Simply Psychology
Vygotsky's Zone of Proximal Development and Scaffolding
https://www.simplypsychology.org/Zone-of-Proximal-Development.html
February 15, 2023
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