Gobres, Christianus Ricardo

De Guia, April May

• Lev Semyonovich Vygotsky
• Born on November 17, 1896 in
Orsha, Russia
• Studied law in Moscow State
University
• Was interested in language but
transitioned to philosophy and
other scientific fields
• Heavily influenced by Kant and
Marx
• Died on June 11, 1934 due to
tuberculosis in Moscow
• Often called Social
Constructivism by
Vygotsky

• Language and culture

are the frameworks
through which humans
experience,
communicate, and
understand reality.
• Gave importance to the
role of language and
culture in cognitive
development.

• Both have crucial roles

on the development of
human intellect and on
how humans perceive or
view the world.
• Instilling culturally
defined sense and
meaning on the world
enable humans to
surpass the natural
limitations of their
field on
interpretation.
• Learning is a collaborative
process and there are two
developmental levels.

– 1. Actual development - the

level of development that the
learner has already reached
and capable of solving
problems independently.
– 2.
Potential developmen
t (the “zone of proximal
development”) the level Learner cannot do
of development that
the learner has
potential of learning
under the guidance of Learner

ZPD
others. can do
unaided
• Social constructivist
motivation is both extrinsic
and intrinsic.

• Learning is motivated by
rewards offered by the
knowledge community.
• Collaborative learning is seen
as a method in which the
instructor mediates a
classroom.

• Usually 10 to 15 people and

breaks them up into groups
and assigns them a task that
they collaborate to finish and
present the results to the whole
class
• Each person synthesized
their ideas internally using
cognitive abilities then
interacts with each other
to finish it with better result
thus developing their
social skills and language
usage.