Vygotsky's principle

What I found very interesting in Chapter 4 was that although we cannot have a "formula" type of approach to learning by doing, Vygotsky came up with a principle for addressing the problem that there may be an argument for any number of effective combinations (of things such as context, instruction, level of proficiency, age, etc.).  He stated that, "Any function in a child's cultural development appears twice, or on two planes.  First it appears on the social plane and then on the psychological plane" (p 115).  He stated that it moves from "inter-psychological," which is the social, to the "intra-psychological," what's internalized individually.  An example stated in the book where teachers use this principle is where, "Social forms of reading lead to independent reading." 

I never thought of learning in these terms, from the "inter-psychological" to the "intra-psychological."  But, it makes sense.  Reading about Vygotsky's principle reminded me of scaffolding.  As teachers, we are drilled with knowing what scaffolding is and how to use it as a strategy for our students' learning experiences.  We as teachers help students first before they begin to try new material or a concept by themselves, building and utilizing their previous knowledge acquired with us in order to do these things on their own, independently. 

Then, the chapter goes on to tell about learning by doing, which is when students work independently in the "intra-psychological."  I think that learning by doing is the most effective way for a person to learn, in any aspect.  Similar to language learning, a person will most effectively learn a new language by practicing it.  Further, it would be most effective through immersion because the language and culture is all around you.