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1. Critical examination and evaluation of classroom dialogue and incorporation into teacher training
2. Teaching the teachers different strategies such as intervention and balance between authoritative and dialogic
3. Teach the students about the value of talking

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- Overly Optimistic
- No Consideration of Gender
- Informal Research Methods
- Underestimates individuals

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Lev Vygotskys Theory of Cognitive Development Exam Prep Video   YouTube

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How readily can we evaluate the effectiveness of the application of Vygotskian theory to education?

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How readily can we evaluate the effectiveness of the application of Vygotskian theory to education?

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Joint activity has rarely been incorporated into classroom life

It depends on students establishing and maintaining intersubjectivity: a shared conception of the task / problem

Balance authoritative talk with dialogue: conversation in which the ideas of various participants are heard, taken up and jointly considered

Use more interactional strategies in the classroom:
o  Some “open” questions to explore students’ ideas

o  Encourage students to put knowledge into their own words

o  Press students to elaborate and justify their views

o  Allow students turns to express their thoughts and reveal their misunderstandings

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The dialogic process allows teachers to gain insight into the thought processes of the student.
This means that the student is able to explore their thoughts openly.
By asking open ended questions, the teacher engages the student, and alternates ho the student came to the conclusion they came too, and correct it.
This contradicts authoritative teaching, as this involves asking closed questions and doesn't aid the student in correcting themselves, it just causes them to seek a different answer.

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·Guided participation – a process in which more knowledgeable individuals organise activities in ways that allow less knowledgeable people to learn (physical help)

·Scaffolding - A process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own (instructions)
·Intramental – thoughts you have yourself

·Intermental – thoughts between people

·Group sense – the feeling shared endeavour (collaborating vs. just sitting together)

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Examples of Vygotskian Theory in school:

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Examples of Vygotskian Theory in school:

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Group work in class - mixed ability groups working together with each other, with teacher  intervening when answers may not be going in the right direction- example of scaffolding between students.

Group presentation or project that requires each member to have their own role.

Working as a team in this workshop, uses joint attention when filing out the quiz.

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Variations between institutions or subjects, Why?:

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Variations between institutions or subjects, Why?:

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Institutions:
Different cultures- Collectivist VS Individualist cultures.
Age of individuals
Learned about the value of talk / not - priority

Subjects:
Level of discussion available- e.g. Maths VS English
Have to agree on relevance and what is being achieved
Developing ideas --> productive vs. defending own opinion

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Sociocultural theory are those that emphasise that other people and the surrounding culture contribute greatly to children's development.