ESEM5134 Curriculum Instruction and Assessment in Education
Name: Mehala A/P Mohan
Matric Number: MC211015592
Forum Discussion 1:
Psychological Foundation of Classroom Curriculum Development - “Vygotsky placed more emphasis
on social contributions to the process of development. He focused on the connections
between people and the sociocultural context in which they act and interact in shared experiences.”
How would you apply Vygotsky's theory as part of your instructional approach? Share your responses
and you may support your discussion with relevant real-life experience in the classroom.
Vygotsky Theory
Lev Vygotsky, a teacher and psychologist was a pioneer to observe the connection of social interaction
in developing one’s cognitive growth. As interaction with the community consists of people with
different age group and background, one can learn effectively through the adaptation of the cultural
values, beliefs and strategies in solving problems as well becoming more decisive. He has also
introduced ZPD (zone of proximal development) which has become the fundamental element of his
theory. This central part of his theory emphasised that language is a paramount form where a child
becomes a constructive learner by using the language in interacting with others.
Vygotsky Theory as a Part of Instructional Approach
Vygotsky’s unwavering understanding that teachers are the centralised superior in determining and
controlling the educational setting, tasks, behaviours, and responses of the students has lead in
implementing the theory as a part of instruction approach in a curriculum. Furthermore, when students
understand and believe that social interaction is the foundation for learning, teachers become an
important as well as a valued part of the students’ life. Vygotsky’s concept of the zone of proximal
development is based on the idea that development is defined both by what a child can do independently
and by what the child can do when assisted by an adult or more competent peer (Daniels, 1995; Wertsch,
1991). Understanding the zone of proximal development can advantage the teachers in structuring more
interactive classroom activities as they could encourage creative discussions, stimulate cognitive
growth, develop practical feedback, and develop interpersonal skill among the students.
Real Life Classroom Experiences and Activities Related to the Theory of Vygotsky
In order to develop a successful curriculum, teachers play the essential role in structuring activities
which allow the students to engage with the tasks given independently, but at the same time allow them
interact with the teachers in getting more assistance in completing the tasks. Common examples of the
zone of proximal development are:
-Students may easily get frustrated and give up when solving mathematical problems. In contrast, with
the guidance and help of the teachers in explaining the formulas and sample solutions, students may
develop confidence and eventually feel more motivated in completing the task.
-Teachers could form groups and assign students to prepare an oral presentation based on the topic
given. This allows the group members to have a constructive discussion among themselves and provide
guidance the least competent learner in mastering the presentation skills. This gives some students
motivation and see some members within the group as an inspiration and role model in improving
themselves.
-Science experiments can be quite challenging for some students. Providing sufficient step by step
instructions as well as giving students detailed guides to carrying out experiments, then giving them
brief outlines that they might use to structure experiments, and finally asking them to set up experiments
entirely on their own.
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