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Vygotsky - my hero!

Vygotsky's Social Development Theory points out the importance of communication to learning. Language used in social relationships is central to Vygotsky's ideas about intellectual development. Zone of Proximal Development, or "ZPD," is an important part of this theory. ZPD distinguishes between a person's ability to solve problems alone and a person's ability to solve problems with someone's help. This help is sometimes called scaffolding. Vygotsky viewed scaffolding as a social process. Through scaffolding, the learner externalizes higher cognitive functions with help from someone else. The learner then internalizes these functions. Learning environments influenced by Social Development Theory bring learners together in purposeful interactions with adults and knowledgeable peers. These environments shouldn't be about random communication. Rather, the adult or knowledgeable peer should have a clear idea about what the learner should achieve. Language should be used to help the learner accomplish the task.

Communication is also essential to Situated Learning. This theory is often attributed to Lave. Situated Learning Theory holds that learning can't be effectively accomplished in isolation. Rather, effective learning takes place through social interaction. This interaction must occur in environments where the learning is tied to the context of a situation. This type of learning is often structured as group problem solving, or "anchored instruction." Anchored instruction is a learning activity centered on an interesting problem, story, or situation. Activities influenced by Situated Learning feature relevant problems that students solve by working together in cooperative groups. The communication about the problem is instrumental to the students' learning. Some models of Situated Learning feature mentorships or apprenticeships. Knowledgeable others help less knowledgeable members of the group become full members of the group. These members in turn become mentors themselves.

Constructivist Theory reflects both Social Development Theory and Situated Learning Theory. Constructivist Theory is influenced by the work of John Dewey, Jerome Brunner, Piaget and others. This theory holds that children internalize learning through an ongoing process of connecting new information to existing ideas. Communication is a vital part of this process; children must test their understanding of new concepts by interacting with others. Constructivist learning situations may include Socratic dialogues, discussion groups, problem solving, group task performance and round table sharing sessions. Such activities should be designed to help students connect new information to what they already know.