Vygotsky TIPR

What evidence do you see of specific teacher behaviors that are geared toward Vygotsky's theories of cognitive development? Cite specific examples and make clear connection to Vygotsky's work. Be thorough in your coverage of the theory, addressing multiple concepts to demonstrate your understanding. Be sure to include a reference in your response.

Lev Vygotsky developed what is known as the Vygotsky Social Development Theory.  In his theory Vygotsky suggests that social interaction is a fundamental role in the development of cognition, and is centered around the concept of internalization (children's ability to take things that are outside of themselves, and make them a part of their own thinking). He also suggests that social learning tends to come before development.  According to this article https://www.learning-theories.com/vygotskys-social-learning-theory.html  the major themes in Vygotsky's Theory are social interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD).  
In the math class I have been observing I have seen Vygotsky's Theory themes in action.  Vygotsky's more knowledgeable other (MKO) refers to anyone who has a better understanding or a higher ability than the learner.  In math class, not only is the teacher a more knowledgeable other, but there are many other students that have a better knowledge and understanding of math concepts. There was also and adult teacher aid (a more knowledgeable other, MKO) specific to this math class that was there to help a few of the struggling students. Another example is when doing group work, to make the groups up of students with different abilities, so in each group there would be one or two students that could be the more knowledgeable other (MKO) to help those with less ability and understanding.  
For a student working with a more knowledgeable other, there is a great opportunity for them to be working within their zone of proximal development (ZPD). According to Vygotsky, the zone of proximal development is the distance between the students ability to perform a task under adult guidance and/or with peer collaboration and a students ability to solve the problem independently. So, in solving math problems, peers guiding others through the process of solving the problem are serving as the more knowledgeable other (MKO) that are very likely working within the zone of proximal development (ZPD) of the student being taught. The following is a good illustration of the zone of proximal development.





In the classroom, I have seen the teacher provide 'scaffolding' by putting a more knowledgeable other (MKO) peer with a struggling student to help the struggling student to work in their zone of proximal development (ZPD).  In some of my college math class the more knowledgeable other (MKO) I have used has been the internet and you-tube.  So, the more knowledgeable other (MKO), can be things, and not only people, which could be beneficial in the classroom.  I feel that Vygotsky's Social Development Theory plays a big role at every age in classrooms everywhere.