COURSE MODULE - Don Carlos Polytechnic College

Module week 6

Poblacion Norte, Don Carlos, Bukidnon

College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2021-2022

Introduction

This module will explore Vygotsky’s Socio-Cultural Theory

Intended Learning Outcomes

A. Compare and contrast Brofenbrenner and Vygotsky’s Theory
Activity

Brief Lecture: with the aid of a powerpoint with narration

Panel discussion via zoom on the topics

Discussion

VYGOTSKY SOCIO-CULTURAL THEORY

The work of Lev Vygotsky (1934) has become the foundation of much research and theory in
cognitive development over the past several decades, particularly of what has become known as
Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition
(Vygotsky, 1978), as he believed strongly that community plays a central role in the process of
"making meaning."
Unlike Piaget's notion that childrens' development must necessarily precede their learning, Vygotsky
argued, "learning is a necessary and universal aspect of the process of developing culturally
organized, specifically human psychological function" (1978, p. 90).  In other words, social learning
tends to precede (i.e., come before) development.
Vygotsky has developed a sociocultural approach to cognitive development. He developed his
theories at around the same time as Jean Piaget was starting to develop his ideas (1920's and 30's),
but he died at the age of 38, and so his theories are incomplete - although some of his writings are
still being translated from Russian.

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COURSE MODULE Module week 6
No single principle (such as Piaget's equilibration) can account for development. Individual
development cannot be understood without reference to the social and cultural context within which
it is embedded. Higher mental processes in the individual have their origin in social processes.

Vygotsky's theory differs from that of Piaget in a number of important ways:

1: Vygotsky places more emphasis on culture affecting cognitive development.

This contradicts Piaget's view of universal stages and content of development (Vygotsky does not
refer to stages in the way that Piaget does).
Hence Vygotsky assumes cognitive development varies across cultures, whereas Piaget states
cognitive development is mostly universal across cultures.
2: Vygotsky places considerably more emphasis on social factors contributing to cognitive
development.

(i) Vygotsky states cognitive development stems from social interactions from guided learning
within the zone of proximal development as children and their partner's co-construct knowledge. In
contrast, Piaget maintains that cognitive development stems largely from independent explorations in
which children construct knowledge of their own.
(ii) For Vygotsky, the environment in which children grow up will influence how they think and
what they think about.
3: Vygotsky places more (and different) emphasis on the role of language in cognitive development.

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COURSE MODULE Module week 6
According to Piaget, language depends on thought for its development (i.e., thought comes before
language). For Vygotsky, thought and language are initially separate systems from the beginning of
life, merging at around three years of age, producing verbal thought (inner speech).
For Vygotsky, cognitive development results from an internalization of language.
4: According to Vygotsky adults are an important source of cognitive development.

Adults transmit their culture's tools of intellectual adaptation that children internalize. In contrast,
Piaget emphasizes the importance of peers as peer interaction promotes social perspective taking.

Effects of Culture: - Tools of intellectual adaptation

Like Piaget, Vygotsky claimed that infants are born with the basic materials/abilities for intellectual
development - Piaget focuses on motor reflexes and sensory abilities.
Lev Vygotsky refers to 'elementary mental functions' –
o Attention
o Sensation
o Perception
o Memory
Eventually, through interaction within the sociocultural environment, these are developed into more
sophisticated and effective mental processes/strategies which he refers to as 'higher mental functions.'
For example, memory in young children this is limited by biological factors. However, culture
determines the type of memory strategy we develop.  E.g., in our culture, we learn note-taking to aid
memory, but in pre-literate societies, other strategies must be developed, such as tying knots in a
string to remember, or carrying pebbles, or repetition of the names of ancestors until large numbers
can be repeated.
Vygotsky refers to tools of intellectual adaptation - these allow children to use the basic mental
functions more effectively/adaptively, and these are culturally determined (e.g., memory mnemonics,
mind maps).
Vygotsky, therefore, sees cognitive functions, even those carried out alone, as affected by the beliefs,
values, and tools of intellectual adaptation of the culture in which a person develops and therefore
socio-culturally determined. The tools of intellectual adaptation, therefore, vary from culture to
culture - as in the memory example.

Social Influences on Cognitive Development

Like Piaget, Vygotsky believes that young children are curious and actively involved in their own
learning and the discovery and development of new understandings/schema.  However, Vygotsky

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COURSE MODULE placed more emphasis on social contributions to the process of development, whereas Piaget
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emphasized self-initiated discovery.

According to Vygotsky (1978), much important learning by the child occurs through social
interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for
the child. Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to
understand the actions or instructions provided by the tutor (often the parent or teacher) then
internalizes the information, using it to guide or regulate their own performance.
Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she performs
poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates
some basic strategies, such as finding all the corner/edge pieces and provides a couple of pieces for
the child to put together herself and offers encouragement when she does so.
As the child becomes more competent, the father allows the child to work more independently.
According to Vygotsky, this type of social interaction involving cooperative or collaborative
dialogue promotes cognitive development.
In order to gain an understanding of Vygotsky's theories on cognitive development, one must
understand two of the main principles of Vygotsky's work: the More Knowledgeable Other (MKO)
and the Zone of Proximal Development (ZPD).

More Knowledgeable Other

The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a
better understanding or a higher ability level than the learner, with respect to a particular task,
process, or concept.
Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the
case. Many times, a child's peers or an adult's children may be the individuals with more knowledge
or experience.
For example, who is more likely to know more about the newest teenage music groups, how to win
at the most recent PlayStation game, or how to correctly perform the newest dance craze - a child or
their parents?
In fact, the MKO need not be a person at all. Some companies, to support employees in their learning
process, are now using electronic performance support systems. 
Electronic tutors have also been used in educational settings to facilitate and guide students through
the learning process. The key to MKOs is that they must have (or be programmed with) more
knowledge about the topic being learned than the learner does.

Zone of Proximal Development

The concept of the More Knowledgeable Other is integrally related to the second important principle

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COURSE MODULE of Vygotsky's work, the Zone of Proximal Development.
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This is an important concept that relates to the difference between what a child can achieve
independently and what a child can achieve with guidance and encouragement from a skilled partner.

For example, the child could not solve the jigsaw puzzle (in the example above) by itself and would
have taken a long time to do so (if at all), but was able to solve it following interaction with the
father, and has developed competence at this skill that will be applied to future jigsaws.
Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive
instruction or guidance should be given - allowing the child to develop skills they will then use on
their own - developing higher mental functions.
Vygotsky also views interaction with peers as an effective way of developing skills and strategies. 
He suggests that teachers use cooperative learning exercises where less competent children develop
with help from more skillful peers - within the zone of proximal development.

Evidence for Vygotsky and the ZPD

Freund (1990) conducted a study in which children had to decide which items of furniture should be
placed in particular areas of a dolls house.
Some children were allowed to play with their mother in a similar situation before they attempted it
alone (zone of proximal development) while others were allowed to work on this by themselves

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COURSE MODULE (Piaget's discovery learning). 
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Freund found that those who had previously worked with their mother (ZPD) showed the greatest
improvement compared with their first attempt at the task.  The conclusion being that guided
learning within the ZPD led to greater understanding/performance than working alone (discovery
learning).

Vygotsky and Language

Vygotsky believed that language develops from social interactions, for communication purposes.
Vygotsky viewed language as man’s greatest tool, a means for communicating with the outside
world.
According to Vygotsky (1962) language plays two critical roles in cognitive development:
1: It is the main means by which adults transmit information to children.
2: Language itself becomes a very powerful tool of intellectual adaptation.
Vygotsky (1987) differentiates between three forms of language: social speech which is external
communication used to talk to others (typical from the age of two); private speech (typical from the
age of three) which is directed to the self and serves an intellectual function; and finally private
speech goes underground, diminishing in audibility as it takes on a self-regulating function and is
transformed into silent inner speech (typical from the age of seven).
For Vygotsky, thought and language are initially separate systems from the beginning of life,
merging at around three years of age. At this point speech and thought become interdependent:
thought becomes verbal, speech becomes representational. When this happens, children's
monologues internalized to become inner speech. The internalization of language is important as it
drives cognitive development.
'Inner speech is not the interiour aspect of external speech - it is a function in itself. It still remains
speech, i.e., thought connected with words. But while in external speech thought is embodied in
words, in inner speech words dies as they bring forth thought. Inner speech is to a large extent
thinking in pure meanings.'
(Vygotsky, 1962: p. 149)
Vygotsky (1987) was the first psychologist to document the importance of private speech. He
considered private speech as the transition point between social and inner speech, the moment in
development where language and thought unite to constitute verbal thinking.
Thus private speech, in Vygotsky's view, was the earliest manifestation of inner speech. Indeed,
private speech is more similar (in its form and function) to inner speech than social speech.
Private speech is 'typically defined, in contrast to social speech, as speech addressed to the self (not
to others) for the purpose of self-regulation (rather than communication).' (Diaz, 1992, p.62)
Unlike inner speech which is covert (i.e., hidden), private speech is overt. In contrast to Piaget’s
(1959) notion of private speech representing a developmental dead-end, Vygotsky (1934, 1987)
viewed private speech as:
'A revolution in development which is triggered when preverbal thought and preintellectual language
come together to create fundamentally new forms of mental functioning.'
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COURSE MODULE (Fernyhough & Fradley, 2005: p. 1).
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In addition to disagreeing on the functional significance of private speech, Vygotsky and Piaget also
offered opposing views on the developmental course of private speech and the environmental
circumstances in which it occurs most often (Berk & Garvin, 1984).

Through private speech, children begin to collaborate with themselves in the same way a more
knowledgeable other (e.g., adults) collaborate with them in the achievement of a given function.
Vygotsky sees "private speech" as a means for children to plan activities and strategies and therefore
aid their development. Private speech is the use of language for self-regulation of behavior.
Language is, therefore, an accelerator to thinking/understanding (Jerome Bruner also views language
in this way). Vygotsky believed that children who engaged in large amounts of private speech are
more socially competent than children who do not use it extensively.
Vygotsky (1987) notes that private speech does not merely accompany a child’s activity but acts as a
tool used by the developing child to facilitate cognitive processes, such as overcoming task obstacles,
enhancing imagination, thinking, and conscious awareness.
Children use private speech most often during intermediate difficulty tasks because they are
attempting to self-regulate by verbally planning and organizing their thoughts (Winsler et al., 2007).
The frequency and content of private speech are then correlated with behavior or performance. For
example, private speech appears to be functionally related to cognitive performance: It appears at
times of difficulty with a task.
For example, tasks related to executive function (Fernyhough & Fradley, 2005), problem-solving
tasks (Behrend et al., 1992), schoolwork in both language (Berk & Landau, 1993), and mathematics
(Ostad & Sorensen, 2007).
Berk (1986) provided empirical support for the notion of private speech. She found that most private
speech exhibited by children serves to describe or guide the child's actions.
Berk also discovered than child engaged in private speech more often when working alone on
challenging tasks and also when their teacher was not immediately available to help them.
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COURSE MODULE Module week 6
Furthermore, Berk also found that private speech develops similarly in all children regardless of
cultural background.
Vygotsky (1987) proposed that private speech is a product of an individual’s social environment.
This hypothesis is supported by the fact that there exist high positive correlations between rates of
social interaction and private speech in children.
Children raised in cognitively and linguistically stimulating environments (situations more frequently
observed in higher socioeconomic status families) start using and internalizing private speech faster
than children from less privileged backgrounds. Indeed, children raised in environments
characterized by low verbal and social exchanges exhibit delays in private speech development.
Childrens’ use of private speech diminishes as they grow older and follows a curvilinear trend. This
is due to changes in ontogenetic development whereby children are able to internalize language
(through inner speech) in order to self-regulate their behavior (Vygotsky, 1987).
For example, research has shown that childrens’ private speech usually peaks at 3–4 years of age,
decreases at 6–7 years of age, and gradually fades out to be mostly internalized by age 10 (Diaz,
1992).
Vygotsky proposed that private speech diminishes and disappears with age not because it becomes
socialized, as Piaget suggested, but rather because it goes underground to constitute inner speech or
verbal thought” (Frauenglass & Diaz, 1985).

Classroom Applications
A contemporary educational application of Vygotsky's theories is "reciprocal teaching," used to
improve students' ability to learn from text. In this method, teachers and students collaborate in
learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The
teacher's role in the process is reduced over time.
Also, Vygotsky theory of cognitive development on learners is relevant to instructional concepts
such as "scaffolding" and "apprenticeship," in which a teacher or more advanced peer helps to
structure or arrange a task so that a novice can work on it successfully.
Vygotsky's theories also feed into the current interest in collaborative learning, suggesting that group
members should have different levels of ability so more advanced peers can help less advanced
members operate within their ZPD.

BROFENBRENNER’S ECOLOGICAL THEORY

Bronfenbrenner’s Ecological Systems Theory Dede Paquette – John Ryan Ecological systems theory:
This theory looks at a child’s development within the context of the system of relationships that form
his or her environment. Bronfenbrenner’s theory defines complex “layers” of environment, each
having an effect on a child’s development. This theory has recently been renamed “bioecological
systems theory” to emphasize that a child’s own biology is a primary environment fueling her
development. The interaction between factors in the child’s maturing biology, his immediate

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COURSE MODULE family/community environment, and the societal landscape fuels and steers his development.
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Changes or conflict in any one layer will ripple throughout other layers. To study a child’s
development then, we must look not only at the child and her immediate environment, but also at the
interaction of the larger environment as well. The various terms in this graphic are links that lead to
pages explaining their implications in this theory. file:///C|/My%20Documents/My
%20Webs/Bronfnebrenner%20webquest/index.htm (1 of 4) [7/12/2001 6:36:39 PM] Bronfenbrenner
Bronfenbrenner’s structure of environment: The microsystem – this is the layer closest to the child
and contains the structures with which the child has direct contact.

The microsystem encompasses the relationships and interactions a child has with her immediate
surroundings (Berk, 2000). Structures in the microsystem include family, school, neighborhood, or
childcare environments. At this level, relationships have impact in two directions - both away from
the child and toward the child. For example, a child’s parents may affect his beliefs and behavior;
however, the child also affects the behavior and beliefs of the parent. Bronfenbrenner calls these bi-
directional influences, and he shows how they occur among all levels of environment. The
interaction of structures within a layer and interactions of structures between layers is key to this
theory. At the microsystem level, bi-directional influences are strongest and have the greatest impact
on the child. However, interactions at outer levels can still impact the inner structures.

The mesosystem – this layer provides the connection between the structures of the child’s
microsystem (Berk, 2000). Examples: the connection between the child’s teacher and his parents,
between his church and his neighborhood, etc.

The exosystem – this layer defines the larger social system in which the child does not function
directly. The structures in this layer impact the child’s development by interacting with some
structure in her microsystem (Berk, 2000). Parent workplace schedules or community-based family
resources are examples. The child may not be directly involved at this level, but he does feel the
positive or negative force involved with the interaction with his own system.

The macrosystem – this layer may be considered the outermost layer in the child’s environment.
While not being a specific framework, this layer is comprised of cultural values, customs, and laws
(Berk, 2000). The effects of larger principles defined by the macrosystem have a cascading influence
throughout the interactions of all other layers. For example, if it is the belief of the culture that
parents should be solely responsible for raising their children, that culture is less likely to provide
resources to help parents. This, in turn, affects the structures in which the parents function. The
parents’ ability or inability to carry out that responsibility toward their child within the context of the
child’s microsystem is likewise affected.

The chronosystem – this system encompasses the dimension of time as it relates to a child’s
environments. Elements within this system can be either external, such as the timing of a parent’s
death, or internal, such as the physiological changes that occur with the aging of a child. As children
get older, they may react differently to environmental changes and may be more able to determine
more how that change will influence them. Nature vs. Nurture? More modern child development
theories accept that both a child’s biology and his environment play a role in change and growth.
Theories now focus on the role played by each and the extent to which they interact in ongoing
file:///C|/My%20Documents/My%20Webs/Bronfnebrenner%20webquest/index.htm (2 of 4)
[7/12/2001 6:36:39 PM] Bronfenbrenner development. Bronfenbrenner’s ecological systems theory
focuses on the quality and context of the child’s environment. He states that as a child develops, the

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COURSE MODULE interaction within these environments becomes more complex. This complexity can arise as the
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child’s physical and cognitive structures grow and mature. So, given that nature continues on a given
path, how does the world that surrounds the child help or hinder continued development? This is the
question answered by Bronfenbrenner’s theory. Urie Bronfenbrenner, co-founder of Head Start, uses
his bioecological model to provide a startlingly clear view of the problems we have been seeing in
our students and in our families. He says that technology has changed our society, and while we are
taking great pains to safeguard the physical environment from the damage done by a technology, we
have spent no resources to provide similar safeguards to the damage done to our societal
environment. (Henderson, 1995). Our economy has shifted from an industrial model to a
technological model, yet the patterns of the workplace have continued to rely on the factory work
ethic. Parents are expected to work a schedule that revolves around the factory whistle – even though
they may work in a high tech office. The technology that enables workers to be free of manual labor,
should also free them from the time and place boundary. Yet, our work ethic demands more face
time – not less. As women entered the work force, they too were subject to the same demands.
Family life in this country has taken a back seat to the needs of the workplace. Also of concern to
Bronfenbrenner is the “deficit” model used to determine the level of support granted by the public to
struggling families. Parents must declare themselves deficient in some way in order to qualify for
help in solving problems that may come about because of our cultural value of independence. A
larger degree of failure means a larger amount of support. By working from this deficit model, we
expect families to hold their hands up from deep inside a black hole of helplessness. Then, we expect
them to have the psychological strength to climb up the thin rope the throw down. Implications for
practice Bronfenbrenner sees the instability and unpredictability of family life we’ve let our economy
create as the most destructive force to a child’s development (Addison, 1992). Children do not have
the constant mutual interaction with important adults that is necessary for development. According to
the ecological theory, if the relationships in the immediate microsystem break down, the child will
not have the tools to explore other parts of his environment. Children looking for the affirmations
that should be present in the child/parent (or child/other important adult) relationship look for
attention in inappropriate places. These deficiencies show themselves especially in adolescence as
anti-social behavior, lack of self-discipline, and inability to provide self-direction (Addison, 1992).
This theory has dire implications for the practice of teaching. Knowing about the breakdown
occurring within children’s homes, is it possible for our educational system to make up for these
deficiencies? It seems now that it is necessary for schools and teachers to provide stable, long-term
relationships. Yet, Bronfenbrenner believes that the primary relationship needs to be with someone
who can provide a sense of caring that is meant to last a lifetime. This relationship must be fostered
by a person or people within the immediate sphere of the child’s influence. Schools and teachers
fulfill an important secondary role, but cannot provide the complexity of interaction that can be
provided by primary adults. For the educational community to attempt a primary role is to help our
society continue its denial of the real issue. The problems students and families face are caused by
the conflict between the workplace and family life – not between families and schools. Schools and
teachers should work to support the primary relationship and to create an environment that welcomes
and nurtures families. We can do this while we work to realize Bronfenbrenner’s ideal of the creation
of public policy that eases the work/family conflict (Henderson, 1995). It is in the best interest of our
entire society to lobby for political and economic policies that support the importance of parent’s
roles in their children’s development. Bronfenbrenner would also agree that we should foster societal
attitudes that value work done on behalf of children at all levels: parents, teachers, extended family,
mentors, work supervisors, legislators.
 
Exercise

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COURSE MODULE Module week 6

Create a reflection employing CERA.

Assessment

Reflection employing Content, Experience, Reaction and Application ( CERA) with rubrics

Critical essay ( Rubrics will be provided in the Platform- Google Classroom)

Reflection
What are the significant experiences that you went through in every stage of your life?

Resources and Additional Resources

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
https://sites.google.com/site/howtogrowachild20/family-map
https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-
development/
Additional Resources

Attachment 1

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COURSE MODULE Rubrics for critical essay
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 Fair Good Excellent
(N/A) (N/A) (N/A)
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Opening Statement Fair Good Excellent

0-19 20-24 25-30

30 points maximum Opening Good Strong opening statement.
statement opening
lacked in statement. Topical and substantive
substance. arguments.
Some strong
Opening arguments Well organized and presented
statement presented. arguments.
lacked in
clarity. Needed High level of analytical rigor.
more
Opening organization.
statement
needed Needed a
significant higher level
increase in of analysis.
analytical
rigor. Needed
more
substance.
Clarity Fair Good Excellent

0-5 6-7 8-10

10 points Maximum Arguments Could have Excellent job in this area.
lacked better
clarity. clarified Clear and intelligible arguments.
your
Many points arguments Excellent clarification of your
were for the points within the discussion.
inconsistent. group.

Did not Some

effectively arguments
clarify were not
points/argum consistent.
ents during
the Good
discussion. clarification
of your
points during
the
discussion.
Argumentation/Style Fair Good Excellent

0-5 6-7 8-10

10
13 points
| P a g maximum
e Need more Good job in Excellent job in this area.
engagement this area.
with the Persuasive argumentation.
larger Argumentati
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Attachment 2

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COURSE MODULE Reflection Evaluation Criteria (the rubric)
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Example of one Type of Rubric for a paper

Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable (0

points) points) points) points)

Depth of Response Response Response Response

Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection on, minimal lack of reflection
and personalization and personalization reflection on, and on, or
of, the theories, of, the theories, personalization personalization of,
(25% of concepts, and/or concepts, and/or of, the theories, the theories,
TTL Points) strategies presented strategies presented in concepts, and/or concepts, and/or
in the course the course materials strategies strategies
materials to date. to date. Viewpoints presented in the presented in the
Viewpoints and and interpretations are course materials course materials to
___/15 interpretations are supported. to date. date. Viewpoints
insightful and well Appropriate examples Viewpoints and and interpretations
supported. Clear, are provided, as interpretations are are missing,
detailed examples applicable. unsupported or inappropriate,
are provided, as supported with and/or
applicable. flawed unsupported.
arguments. Examples, when
Examples, when applicable, are not
applicable, are not provided.
provided or are
irrelevant to the
assignment.
Required Response includes Response includes all Response is Response excludes
Components all components and components and missing some essential
meets or exceeds all meets all components components and/or
requirements requirements and/or does not does not address
indicated in the indicated in the fully meet the the requirements
(25% of instructions. Each instructions. Each requirements indicated in the
TTL Points) question or part of question or part of the indicated in the instructions. Many
the assignment is assignment is instructions. parts of the
addressed addressed. All Some questions assignment are
thoroughly. All attachments and/or or parts of the addressed
___/15 attachments and/or additional documents assignment are minimally,
additional documents are included, as not addressed. inadequately,
are included, as required. Some attachments and/or not at all.
required. and additional
documents, if
required, are
missing or

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COURSE MODULE Module week 6
unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
organized with well organized with disorganized. Thoughts ramble
excellent good Thoughts are not and make little
(25% of sentence/paragraph sentence/paragraph expressed in a sense. There are
TTL Points) construction. construction. logical manner. numerous spelling,
Thoughts are Thoughts are There are more grammar, or
expressed in a expressed in a than five spelling, syntax errors
coherent and logical coherent and logical grammar, or throughout the
___/15 manner. There are no manner. There are no syntax errors per response.
more than three more than five page of writing.
spelling, grammar, or spelling, grammar, or
syntax errors per syntax errors per page
page of writing. of writing.
Evidence Response shows Response shows Response shows Response shows
and Practice strong evidence of evidence of synthesis little evidence of no evidence of
synthesis of ideas of ideas presented and synthesis of ideas synthesis of ideas
presented and insights gained presented and presented and
insights gained throughout the entire insights gained insights gained
(25% of throughout the entire course. The throughout the throughout the
TTL Points) course. The implications of these entire course. Few entire course. No
implications of these insights for the implications of implications for
insights for the respondent's overall these insights for the respondent's
respondent's overall teaching practice are the respondent's overall teaching
___/15 teaching practice are presented, as overall teaching practice are
thoroughly detailed, applicable. practice are presented, as
as applicable. presented, as applicable.
applicable.

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