Demilitarized zone

Background of Theory Born in 1986, Lev Vygotsky took up a passion for philosophy, literature and culture throughout his adolescence. Although intelligent and filled with brilliant ideas, he was unfortunately very limited due to the fact that he was a Jew in anti-Semitic czarist Russia (Newman, 1993). Despite all of this, as well as contracting tuberculosis at the age of 24, he managed to overcome these difficulties and compile a long list of accomplishments in his short 37 years of life. These accomplishments

Chapter 10: Shenzhen Economy Today Many believe that the city of Shenzhen will become one of the most important cities in the world in the coming decades. It’s geographic, social, financial, and political position within the Chinese ecosystem makes Shenzhen the potential city of the future. Over the past decades China witnessed enviable Gross Domestic Product (GDP) growth year over year, taking into account the economic collapse of 2008. The engine behind that growth was the city of Shenzhen.

EDFE101 ASSESSMENT 3- MAJOR ESSAY How can Vygotsky’s notion of the ‘Zone of Proximal Development’, and the related concept of ‘scaffolding’, be used to provide appropriate education and support to the full range of students in the classroom? The Zone of Proximal Development (ZPD) is a concept by Lev Vygotsky that provides appropriate education and support to the full range of students in the classroom. This concept requires teachers or ‘experts’ to assist students in achieving a higher level of

One major drawback that Blatchford (2015) has with the idea of differentiation is ‘the fact that teachers have to do this for 30 students at once’ making ‘it even more difficult’. He further continues to express how you can have great experience in this field which reflects ‘purposeful practice’ but you still would not be able to ‘quite crack’ differentiation. In some ways, I agree with Blatchford as from my first placement, I too have felt the pressure of differentiating for the whole class. I always

Constructivism refers to how we construct knowledge, it contributes to meaning through individual/physiological and social activity (Woolford & Margetts, 2016). Physiological Constructivism is the ability to construct meaning through the way experiences are interpreted in contexts (Palincsar, 1998). This is demonstrated in Jean Piaget’s Cognitive Development theory as it outlines that as we grow we construct knowledge. Physiological constructivism abled me to explore and discover all aspects of

Constructivism is defined by ( (Marsh, 2007) as a theory of how the learner constructs knowledge from experience, which is unique to each individual. The theories of constructivism require qualitative change evidence within conceptual content(Carey, Zaitchik, & Bascandziev, 2015). Also, there’s a difference between cognitive constructivism and social constructivism. Cognitive Constructivism is when individuals construct ideas based off of personal process, whereas social constructivism believes that

The Nanjing Massacre occurred for six weeks, having fell to the Japanese, they began their infamous massacre also known as the rape of Nanjing. This sequence of events not only affected Nanjing historically, but the effect is has on current day Nanjing is nothing less than astonishing. Throughout the six weeks an estimated 300,000 soldiers (Controversial, as there are different numbers thrown around) and civilians were killed. The Nanjing massacre is known as one of the most destructive mass murders

Constructivist learning is theory based on how individuals learn and gain knowledge. Pritchard and Woollard (2010, p. 5) explain that the constructivist view of learning is the idea that students form meaning based on the information they have previously learnt. Each student will then construct this knowledge based on their interpretation of the lesson, their previous knowledge and understandings. Dobozy (2016) identifies two views of constructivism, cognitive constructivism is the idea that learning

verb tenses or used wrong passive forms. Throughout this activity, the students displayed active learning by participating in a group activity and even joked about how some words sound like a funny word. For the next activity, the Vygotsky’s theory, Zone of Proximal Development was used when the instructor made students read after the audio file, sounding each word out loud. Students listened to the audio file first, then sound out the words. Some students seemed to struggle with several words written

My field placement is at a public school in an urban setting right outside of Philadelphia. The student body is just shy of 300 students, largely compromised of minority students. Furthermore, almost one third of the student body is visually impaired. I work in a mixed classroom of second and third graders all of whom have varying degrees of visual impairments. When I started there were nine students, but one student recently joined our class, so the class has grown to ten students. Two of these