1. Theories of Learning:
Lev Semyonovich Vygotsky
(1896-1934)
‘Social Development Theory’
‘..Individual development cannot be understood without
reference to the social and cultural context within which it is
embedded’.
•What is Social Development Theory about?
•How does it link to ‘leadership & management’ skills?

2. Learning theories Contents
Learning theorists:
Lev Vygotsky (1896 – 1934)
•Graduated from Moscow State University
•Was interested in children’s cognitive development
•The main work includes:
Cultural Mediation and internalisation (‘knowing how’)
Psychology of play
Thought & Language (Thinking and Speech)
Zone of proximal development

3. • Because Piaget concentrated on the individual child, he failed to consider the
effect that the social setting may have on cognitive development.
• The way that adults use language and gestures and the child's experience
through social interactions are very influential on cognitive development (re:
Vygotsky).
Lev Vygotsky
Lev Vygotsky
 1896 - 1934
 Work remained little known because it was banned by Stalin after Vygotsky’s
death
 Collapse of the Soviet Union meant:
– greater dialogue between the West and Russia
– Vygotsky’s work translated into English

4. Vygotsky’s Main Ideas
Vygotsky is credited with developing the concept of Social Cognition
(aka Social Development Theory of Learning), which proposes that:
• Social Interaction and culture has a dramatic impact on
cognitive development.
• Cognitive processes (language, thought, reasoning) develop
through social interaction.
• Learning is largely mediated by social interaction of students
and "More Knowledgeable Others" (e.g. teachers, parents,
coaches, peers, experts, etc.)

5. Zone of Proximal Development (ZPD)
• Vygotsky centred much of his research on a phenomenon he
coined as "the Zone of Proximal Development," or ZPD.
• Vygotsky stated:
“The zone of proximal development defines those functions that have not
yet matured, but are in the process (of doing so)…”
“…what is the zone of proximal development today will be the actual
development level tomorrow – that is, what a child can do with
assistance today she will be able to do by herself tomorrow.”

6. Zone of Proximal Development (ZPD)
• In this case “proximal” means what comes next.
• The idea is that a child is only able to take the next step in their
cognitive development if another person – typically an adult –
supports and prompts them to do so.
• This sort of assistance has been since called scaffolding.

8. Differences between Piaget and Vygotsky
Source of cognitive development
• Piaget believed that the most important source of cognition is
the children themselves. Piaget emphasised the role of an
inbuilt (biological) tendency to adapt to the environment, by a
process of self-discovery and play.
• Vygotsky emphasised the role of culture and experience.
Vygotsky believed that what drives cognitive development is
social interaction – a child’s experience with other people.
Culture shapes cognition.

9. Differences between Piaget and Vygotsky
Language and Thought
 For Piaget, language is a product of cognitive development.
In other words, cognitive development determines language
use.
 Vygotsky believed that language develops from social
interactions, for communication purposes. Later language
ability becomes internalised as thought and “inner speech”.
Thought is the result of language.
 In other words, social interactions determine language use.

10. Differences between Piaget and Vygotsky
Stage Theory
 Piaget emphasised universal cognitive change.
 Vygotsky’s theory can be applied to all ages (not a stage
theory) and emphasised individual development.
Discovery Learning (Education)
 Piaget advocated for discovery learning with little teacher
intervention.
 Vygotsky promoted guided discovery in the classroom with
the help of a MKO.

11. Why is it important to know -How we learn?

12. Why is it important to know -How we learn?
• To discover things not only around us, but also about ourselves.
• To express and explain our ideas and observations in various fields, for instance
in maths, science or philosophy.
• Knowledge helps developing our society through bringing and sharing novel
ideas, and what is more important make us think
• Even today, medical science still cannot explain exactly how our brains work,
how we remember things, and what happens in our ‘black box’
• So, you have a chance to discover it yourself…

13. How does it link to ‘management & leadership’ skills? – Thoughtfully
designed curriculum leads to success
As a manager/leader you should ensure that the programme promotes:
Inclusive learning according to Tomlinson Report in 1996 ‘..the greatest
degree of match or fit between the individual learners’ requirements and
the provision that is made for them’.
It is also blended with Every Child Matters Government strategy.
Assessment process planning - formative or summative assessment form?
In 1998 two professors Paul Black and Dylan Wiliam from Kings College,
London, described the classroom environment as a ‘black box’ and
criticised the government’s ‘initiative on the box’s input and output and
not of what went inside it’ (Charles Dietz, 2005).
Formative methods of assessment to ‘find faults, fix and follow up’ which
enable lots of formative feedback. This enables leaders to create a course
atmosphere where every student can improve and succeed.

14. How does it link to ‘management & leadership’ skills? – Curriculum models to
increase programme effectiveness; ‘Higher mental processes in the individual have
their origin in social processes’.
• Knowledge of curriculum models lead to interpret curriculum design and to assess
its effectiveness according to its educational purpose; as a leader you should
design the most effective curriculum to meet the course purpose.
• Curriculum design models impact on learning and teaching.
Vygotsky’s theory of learning links to CONTENT based model - a cognitive approach
of learning, based on gaining knowledge and information in a specific area of
studies
• The main idea is to pass on existing knowledge to students with the purpose for
further development.
Learning from social and cultural experience;
in the college/school context – teachers,
classmates, WEX, social events and trips,
assignments scenarios and problem-solving
projects, class discussions and tensions.
Existing knowledge from
previous experience (school,
family, friends, cultural
context/experience/traditions)
The student is able to construct ‘their own
meaning for new learning’ by building up
connections between their existing knowledge
and new learning.
Constructivism

15. How does it link to ‘management & leadership’ skills? – curriculum models to
increase the programme effectiveness; ‘Higher mental processes in the individual
have their origin in social processes’.
Pros
•Allows teachers to analyse their subject
and bring/develop ideas, terminology and
assessment methods
•Creates an unique course/subject based
on teachers’ expertise
•Can be seen as a team of ‘specialists’
developing the course to increase the
college/school competitive advantages
on the market;
Cons
•Teachers with relevant experience or
expertise required; some times recruitment
can be a problem (depends on the subject)
•The programme requires clearly planned
activities, focus on the content and bridge
with the students’ existed knowledge and
cover fundamental first.
•Management required specialist knowledge
recruitment, variety of resources, teachers
CPD through scholarly activities and keeping
up with the industry updates.

16. How does it link to ‘management & leadership’ skills- quality control
Quality – ‘a degree or grade of excellence or worth –
www.ordnetweb.princeton.edu/perl/quality In the educational environment
relates to the teaching, support, the course facilities, assessment and
opportunities provided for students. For instance, prior to get an approval
from Edexcel t to deliver Level 5 HND courses at WTC certain criteria in
terms of provision must be met (appropriate physical and HR resources).
Quality at WTC is made from three components: Inspection (Ofsted)-
Assurance (QAA) – Improvement. QAA is an independent body; they carry
out external quality assurance by visiting universities and colleges. They also
guide on how to improve quality assurance within the organisation.
•Quality control – ‘a degree or grade of excellence or worth’ –
www.ordnetweb.princeton.edu/perl/quality
In the educational environment relates to the teaching, support, the
course facilities, assessment and opportunities provided for students.
E.g. Quality in a FE college is made from three components:
Inspection (Ofsted)-Assurance (QAA) – Improvement. QAA is an
independent body; they carry out external quality assurance by visiting
universities and colleges.

17. Useful Websites and further reading
• M. Tomlinson Report (the Working Group on 14-19 reforms)
ww.csie.org.uk/publications/tomlinson-96.pdf
• Simply psychology website (excellent!):
http://simplypsychology.pwp.blueyonder.co.uk/index.html
• Black and Wiliams’ Black Box theory (assessment theories)
www.teachingexpertise.com/articles/black-william-assessment-learning-118)