Vyg Dewey Freire TESOL10

TESOL, 2010 Re-Imagining Vygotsky,
Boston, MA
Dewey, and Freire for
March 27, 2010
English Language Learning
1:00 2:45 p.m.
LeAnn G. Putney, Ph.D.

Workshop Participants
University of Nevada, Las Vegas

4505 Maryland Parkway,
Las Vegas, NV 89154-3003 Joan Wink, Ph.D.
lputney@leannputney.com CSU Stanislaus
College of Education
1 University Circle
Turlock, CA 95382
joan@joanwink.com
Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf

Linguistically Diverse Classrooms as
Democratic Settings
How do linguistically diverse classrooms
become democratic?
How can language acquisition in classrooms

best be accomplished?
What are the roles of teachers and students
in linguistically diverse democratic
classrooms?
Activity Charts
KWL
www.joanwink.com
Free to a good home

http://www.joanwink.com/charts/kwl.pdf
Reflective Cycle
www.joanwink.com
Free to a good home
http://www.joanwink.com/scheditems/reflection-
an-overview.pdf
What we have in common:
Language, Literacy, Learning, Life, and Lev
Lev Vygotsky: Three Principal Principles
Thought and Language

Sociocultural Context
Zone of Proximal Development
John Dewey: Democratic Experiential
Classroom
Paulo Freire: Reading the Word/World
Wink, J., & Putney, L. G. (2002). AVisionofVygotsky.

Boston,MA:Allyn &Bacon.
What do YOU want to know about John/Lev/Paulo
What I KNOW What I WANT to know What I LEARNED

Constructing Meaning: Dewey
What are some ways

that you have created

shared meanings and
shared experiences in
your classrooms?
Language and Thought Dynamic

Student in the Center

Hot Air
Balloon
Integrating Scientific and
Spontaneous Concepts
As spontaneous concepts work upward,

they clear a path for scientific concepts to
become realized.
Where they intersect defines the ZPD
Vygotsky Extended: Learning is NOT
Linear or one-way
Leading only from teacher to student
Simply knowing what the teacher knows
For present-day education, it is not so important

to teach a certain quantity of knowledge as it is to
inculcate the ability to acquire such knowledge
and to make use of it. (Vygotsky, 1997, p. 339)
Wink, J., Putney, L. (2002). Vision of Vygotsky. Boston: Allyn & Bacon.
Vygotsky Extended: Teaching as an act of
Mentoring
Learning is reciprocal and dynamic
Education is a process of mutual and continuous
adaptation of both camps (teacher/student) (Vygotsky,

1997, p. 349)
A collaborative process
Participants engaged in genuine activity
Child
Childs social environment
Teacher as director (Vygotsky, 1997)
Wink, J., Putney, L. (2002). Vision of Vygotsky. Boston: Allyn & Bacon.
Constructing Meaning: Vygotsky
In what ways do
you encourage
meaning making
by creating
Zones of Proximal
Development?

Principles from Freire
Reading the Word

Reading the World
To Name
To Reflect Critically
To Act
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury

Press.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and
civic courage (Patrick Clarke, Trans.). Lanham, MD: Rowman &
Littlefield Publishers, Inc.
Freire: Teaching/Mentoring is NOT
Paternalistic
Taking control of the life, dreams, and aspirations
of the mentee
Cloning your mentee
Transforming the mentee into the mentors worker
this is exploitative and fundamentally antidemocratic
http://www.joanwink.com/newsletter/news0902-bb1.html
http://www.joanwink.com/newsletter/news0702-freire.html
Freire, P. (1997). A response. In P. Freire & J. Fraser (Eds.), Mentoring the mentor: A critical dialogue with
Paulo Freire (304-329). New York: Peter Lang.
Freire: Teaching/Mentoring is
Authentic
teacher does not adopt the role of mentor
Challenging
the students creative freedom
stimulates the construction of the students autonomy
A liberatory task
transcends the instructive task
Believing
in total autonomy/freedom/development of the mentee
Freire, P. (1997). A response. In P. Freire & J. Fraser (Eds.), Mentoring the mentor: A critical dialogue with Paulo
Freire (304-329). New York: Peter Lang.
Constructing Meaning: Freire
In what ways do
you encourage
problem posing in
your classroom?

Constructing Experiential
Meaning - Intersubjectivity Learning
Intersecting
Constructs
Interaction of
Learning and Development
Individuals within
as Processes
Collective
Dialogic
Classrooms

Collectively transformative pedagogy
Dewey on Democracy in Classrooms

as lived experience by
making education as lifelike

as possible with the educative
process being wholehearted Freire on Teaching
purposeful activity that would
be consistent with the childs It is not possible to be a
Classroom
Classroom
goals (Dewey, 1916/1966) teacher without loving
Inquiry
Inquiry
teaching (p. 15)
Vygotsky on Pedagogy It is through hearing
Interest the students the learnersthat
Thematically interconnect topics democratic teachers
Unfold learning from a new increasingly prepare
perspective by reviewing, then themselves to be heard
adding new info by learners (p. 65)
(Vygotsky, 1997) (Freire, 1998)
3 Perspectives of Pedagogy
The educational process is

an active one on three
levels:
Student is active
Teacher is active
Environment created between
them is an active one
(Vygotsky, 1997, p.54)

Nested Pedagogical Orientations

The Vygotskian Metaphor for Water

Vyg Dewey Freire TESOL10

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Vyg Dewey Freire TESOL10

Uploaded by

Copyright:

Available Formats

TESOL, 2010 Re-Imagining Vygotsky,

LeAnn G. Putney, Ph.D.

University of Nevada, Las Vegas

Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf

How can language acquisition in classrooms

Free to a good home

Thought and Language

Wink, J., & Putney, L. G. (2002). AVisionofVygotsky.

What I KNOW What I WANT to know What I LEARNED

What are some ways

that you have created

Language and Thought Dynamic

Student in the Center

As spontaneous concepts work upward,

Simply knowing what the teacher knows

For present-day education, it is not so important

adaptation of both camps (teacher/student) (Vygotsky,

Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf

Reading the Word

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury

Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf

Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf

Dewey on Democracy in Classrooms

making education as lifelike

The educational process is

(Vygotsky, 1997, p.54)

Retrieved from: www.joanwink.com/scheditems/Vyg-Dewey-Freire-TESOL10.pdf

Nested Pedagogical Orientations

The Vygotskian Metaphor for Water

You might also like