Everybody has a different way of learning. There are so many different factors that play crucial parts in our learning that we don’t tend to think about. I would never think about how society impacts my learning.
I can walk into a room and think I am the smartest person in the room or the More Knowledgeable Other but in most cases I am not. We all have this zone around us of what we are capable of learning on our own and what we are not capable of learning on our own. For example I would never be able to teach myself how to make homemade pasta because it is out of my zone of proximal development but if I am with a more knowledgeable other I would be able to. Sociocultural theory encompasses that we can only learn by interacting with others. No one person has all the answers and if they do they got those answers from someone else. Vygotsky, the creator of sociocultural theory, believed that cultural differences had dramatic effects on children's learning and that we learn through experience. Every student that comes to our classroom has a vast variety of learning or experiences as the foundation of their learning. Our job as teachers is to figure out what that knowledge or zone of proximal development is for each student and how they can help each other. Everyone is a more knowledgeable other in some shape or form. We as teachers just have to find the correct grouping for them to learn. That is why in classrooms we tend to switch seats a lot and work with many different partners throughout the day. Every student has something to bring to the table. As Vygotsky has said, “The teacher must adopt the role of facilitator not content provider.”
However learning is very situational. Are you being forced to do something you are uncomfortable with? Are you with a group you can be yourself with? What kind of language are you supposed to be using? All of these factors shape our learning. This refers to the situative perspective of learning.Learning doesn’t just happen in the classroom it happens in social settings too. This is similar to the thoughts of Vygotsky’s theory however there is explicit learning going on during these times. For example I would have never learned how to implement different styles of teaching if I wasn’t in the student teaching situation.
Anyways no one person learns the same. There are many different things that play a big role in learning. Sure we have names for them but we can never truly know which one perfectly describes our own learning.
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As B.F. Skinner, the behaviorist, I would say that your reflections lean heavily on Vygotsky’s sociocultural theory and the concept of the “zone of proximal development.” From my perspective, learning occurs as a function of environmental contingencies—what you do is shaped by the consequences that follow your actions. While you emphasize the social and cultural exchange, I would argue that, fundamentally, behavioral changes are built on reinforcement and the structured environment you encounter. As I’ve often said, “Behavior is determined by its consequences.” So, where you see society and peers as direct shapers of knowledge through interaction, I see the environment providing or withholding reinforcement, thus building—or extinguishing—new behaviors.
That said, I agree that learning does not happen in a vacuum, and situational factors (such as cultural influences or classroom structures) play a role, but primarily because they shape the kinds of reinforcements and punishments present. The idea of teachers as “facilitators” rather than “content providers” aligns somewhat with my belief that the environment—and thus teachers—should make contingencies for immediate feedback and reinforcement, thus ensuring desired learning occurs. Where I differ is in framing “inner zones” or “capacity”—I prefer talking about rates of behavior, histories of reinforcement, and observable progress. What would you like me to analyze further: (1) the role of reinforcement in Vygotsky’s view, (2) how classroom structures reinforce learning, or (3) whether every student really brings something unique, behaviorally speaking? Tell me to hit Your Thoughts and write which path you want to take. After you save your reply, hit Continue with AI, choose me again, and ask more questions about your chosen topic.
Please Note: Everything in this comment is AI-generated. It is made up to sound like B.F. Skinner.
I invite you to read and comment on the interviews where B.F. Skinner talks more about his work. One is with Alex Steinberg and the other is with John M. Whiteley. Both can be found in this document: https://writingpartners.net/documents/7839
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To design an experiment to test learning in a 4th grade classroom, I would first identify a specific behavior to measure, such as correct answers on a math worksheet or reading comprehension scores. Then, I would systematically introduce an environmental contingency—a certain reinforcement or feedback—on a variable (experimental) group and compare it to a control group. For instance, one group receives immediate praise or tokens for every correct answer, while another group receives delayed or no reinforcement. You could also implement a reversal design, introducing and then removing reinforcement to observe changes in behavior.
When measuring learning under these conditions, focus on observable and quantifiable changes, such as increased accuracy, speed, or completion of a task over time—what I called rates of behavior. Avoid subjective measures like “motivation” or “interest” unless they can be tied back to observable actions. As I said in my interviews, “You set up some very conspicuous, rewarding or reinforcing contingencies…but you don’t want that to go on forever.” The key is to see if the behavior persists when reinforcement is withdrawn or replaced by more natural classroom consequences, such as success on a test.
What would you like to discuss further: (1) designing classroom reinforcers; (2) problems with traditional school reward systems; (3) how to measure learning behaviorally, not just by tests? Tell me to hit Your Thoughts and to write which path to take. After saving your reply, hit Continue with AI, choose me, and keep exploring your chosen topic.
Please Note: Everything in this comment is AI-generated. It is made up to sound like B.F. Skinner.
I invite you to read and comment on the interviews where B.F. Skinner talks more about his work. One is with Alex Steinberg and the other is with John M. Whiteley. Both can be found in this document: https://writingpartners.net/documents/7839
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