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Reading Re ection

Ca A. Lo

Professor Hunter


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Understanding the way students learn, as well as when and how to support ad-

vancement is vital to instruction. It is widely known that there are several styles of

learning. However, knowledge and implementation of evidence based research gives

an instructor the ability to provide students with a variety of methods and strategies

to aid in individual learning. Ideas mentioned in the articles Lev Vygotsky!s Social De-

velopment Theory by Elizabeth M. Riddle and Improve Your Verbal Questioning by

Kenneth E. Vogler, express how imperative it is that an instructor knows when and

how to execute in order to Scaffold or “provide students the opportunity to extend

their current skills and knowledge” (Riddle, 1999).

Lev Vygotsky differed from other theorists in that he did not believe develop-

ment occurred simply in stages that have a beginning and end point. An important

principle of his work is called the Zone of Proximal Development which:

Vygotsky describes as the distance between the actual de-

velopment level as determined by independent problem

solving and the level of potential development as deter-

mined through problem solving under adult guidance or in

collaboration with more capable peers (Vygotsky, 1978).

While in this zone, with the assistance of an adult or a more skilled peer, a student is

more likely to achieve a task that may have been otherwise insurmountable. Likewise,

much of Vygotsky’s work was concentrated on “the connections between people and

the cultural context in which they act and interact in shared experiences” (Crawford,

1996). These ideas are the foundation of his Social Development Theory. Unfortunate-

ly until recently many of his views were dismissed, seeing that “schools have not pro-

moted environments in which the students play an active role in their own education

as well as their peers” (Riddle, 1999).

One of the obvious roles of an instructor is that of the inquisitor. “Researchers

have found teachers ask about 300-400 questions per day, and depending on the

type of lesson, as many as 120 questions per hour” (Vogler, 2005). Although this

amount of questioning may be necessary, anyone can foresee how students may be

left feeling burdened. However, when an instructor has an understanding of the dis-

tinct cognitive levels of questions; as well as question taxonomies and sequencing,

delivery techniques aid in the prevention of student confusion and frustration (Vogler,

2005).

Agreeably, Riddle 2005 notes, “appropriation is necessary for cognitive devel-

opment within the zone of proximal development.” While developing a skill it is nec-

essary for the "higher level partner" to be able to acknowledge their own dominance

as well as their partner’s areas of weakness. Furthermore the "higher level partner”

should be able to identify what is required to assist their partner in attaining a higher

level. More often than not, the "higher level partner" will either be the instructor or

guided by an instructor. Therefore, an instructor should have pro ciency in the cogni-

tive levels of individual questions, sequencing, and patterns (Vogler, 2005).

A 1989 Brown and Palincsar study successfully displayed the Vygotskian Recip-

rocal Teaching method, which promotes dialogue between students and teachers, in

their program to teach reading strategies. During small group reading discussions

teachers modeled strategies for students to emulate. “This two way communication

becomes an instructional strategy by encouraging students to go beyond answering

questions and engage in the discourse ” (Riddle, 1999). Instructors who are willing to

embrace discussion towards learning should in some measure be familiar with the in-

dividual student’s cognitive level of questioning. However, an educator being well

acquainted with a student takes time. Having the ability to distinguish taxonomies as

well as the six patterns of questioning will aid an instructor when they're not familiar

with a particular student.

Bloom's six levels of Taxonomy; knowledge, comprehension, application,

analysis, synthesis, and evaluations are well known to many educators yet, ”it’s just

one of a number of questioning taxonomies” (Vogler, 2005). Krathwohl’s Taxonomy is

also notable and widely used. On the other hand, educators lack familiarity with ques-

tion sequencing and patterns. Researchers have found most teachers ask questions

that stand alone or were only a part of a sequence of 2-4 questions (Vogler, 2005).

Effective question sequencing involves six patterns of questioning:

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the rst pattern is called extending and lifting; the second

pattern is known as the circular path; the third pattern is

called the same path or extending; the fourth pattern is

known as narrow to broad; while the fth pattern is called

broad to narrow or funneling; the sixth pattern is called the

backbone of questions with relevant digressions (Vogler,

2005).

Appropriately Vogler 2005 professes, “without an understanding of sequence

to ask questions delivery techniques, such as use of wait time, prompting, probing,

and refocusing become less effective.” However, when an educator is able to use re-

search proven techniques to provide means of support and guidance they are ade-

quately able to achieve the Vygotskian strategy of scaffolding.

Riddle 1999 af rms, traditional teaching methods have been structured around

instructor recitation and student memorization. However, Vygotsky’s ideas have now

been proven by research and show, “learning based on the social development theo-

ry facilitates cognitive development over other instructional strategies” (Riddle, 1999).

This evidence helps educators appreciate the importance of discourse during instruc-

tion. Still, it is equally consequential to ensure questions are not poorly worded or

dispensed in a haphazard sequence (Vogler 2005).

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Having a stockpile of strategies and techniques in order to facilitate a higher

level of learning is indispensable for any educator. However, calculated use can be

delicate. To this extent, it is absolutely necessary to have a fundamental grasp on

proven research based strategies. Educators must remain knowledgeable on which

approaches have worked as well as being aware of those approaches that are lesser

known. Unfortunately, the rigidity in our traditional way of educating children has pre-

vented us from studying and implementing Vygotskian methods for too long. As we

move into an era of society that acknowledges differences in cognitive, cultural, and

social development, I hope we are able to research and implement various strategies

more appropriately.

Works Cited

Crawford, Kathryn. (1996) Vygotskian approaches to human development in the

information era. Educational Studies in Mathematics. (31) 43-62.

Riddle, E., 1999. Lev Vygotsky!s Social Development Theory.

Vogler, K., 2005. Improve Your Verbal Questioning. The Clearing House: A Journal of

Educational Strategies, Issues and Ideas, 79(2), pp.98-103.

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes.

Cambridge, MA: Harvard University Press.