Kayla Clark 1

WEEKLY LOG – ED 215-R

Log Five
FOCUS ON VYGOTSKY’S OR HOLDAWAY’S LEARNING THEORIES

Log Five: Coordination/Integrative Interaction/Conceptualization WI Teacher Standard # 3

A. Identify a WI Teacher Standard that is related to this log and explain why you chose that
standard.
I think that WI Teacher Standard #3 connects directly with this log. It states: The teacher
understands how students differ in their approaches to learning and creates instructional
opportunities that are adapts to diverse learners. I chose this standard because I focused
on Vygotsky for this log. Vygotsky is all about the way the student grows through
instruction. This growth is shown through scaffolding and the ZPD, as well as other
things.

A. Review Holdaway’s Natural Learning Classroom Model (found in your packet), or

Vygotsky’s Socio/linguistic Theory (refer to the handout in your packet and to Chapter 1
in Literacy for the 21st Century). On the chart provided, list the aspects of your selected
theory and note the specific practices from a lesson you have observed that reflect them.

Holdaway / Vygotsky Related Lesson Practices

1. ZPD 1. I observe this in my field with the
vocabulary word rings. In second grade the
2. Scaffolding students need to know 200 specific words.
At the beginning of the year the students
3. “The More Expert Other” are tested to see which words they can
identify in a “snap”. When they are unable
to, they are added to a vocabulary ring for
the students to practice identifying
throughout the year with hopeful
progression within.

2. I actually observed this in my field by

actually doing it myself with the students. I
was working with one student on
decomposing numbers, something that had
never learned when I was in school. When I
first began working with her, I did it for the
most part to demonstrate, and also for her
to have a model to go off of. Through each
problem, she slowly began doing it with
less help. By the last problem, she was able
to do it all on her own without ANY help.
Which was actually extremely rewarding
for me to see.
 Kayla Clark 2

3. I actually observe this every day in my

classroom, whether “The More Expert
Other” is the teacher or another student.
Sometimes students need the help from
someone who may be an expert in the
subject or concept. This could be the
teacher or another student. I can’t really
pinpoint one example because I see it so
often.

B. How does the framework you have chosen inform the teacher as to the strengths
and needs of learners? How could/does the teacher collect evidence about student
learning?
This framework easily informs the teacher of the strengths and needs of the learners.
Throughout Vygotsky’s theory, he focuses completely on the growth and development
of the student and where they are in comparison to where they should be. It is up to the
teacher to decide the way they will get their student there. This allows for the teacher, in
every case that I listed from experience, to keep running record of the progression of
their students. By keeping a running record, the teacher is able to see where the student
has been, is now, and should be by a certain point.

C. How does the framework you have chosen support the child as s/he moves from
dependent to independent learning? Give examples.
This framework uses all of its aspects to trace the journey of a child through their
learning. By using the ZPD and scaffolding, a teacher is able to keep track of a student’s
need for help in the classroom in different concepts. Some students can excel in certain
concepts, but all behind in other ones. It all depends on their learning and the way that
they absorb those concepts. I mean, my example of scaffolding that I experienced shows
the students growth from depending on me to do the problem to show her how, into
independently doing it with no coaching whatsoever.