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Balance of authoritative and dialogic talk; teachers often act as lecturer, disproportionately teaching with monologue; should press for elaboration and understanding in own words - helping learning, developing understanding and preparing students for independent learning and comprehension

Promote reasoned discussion and exploratory talk as learning tool; learning from interactions with others, can stimulate conceptual change and challenge ideas

Change conversational "ground rules"; potentially valuable contributions often treated as "invisible"/"disruptive" when spoken out of turn - dismissed

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Teachers should focus on what the children can achieve together, not just individually.
-Hints & prompts
-Co-operative learning
-Scaffolding
These can be used with older children by giving an example, then giving an outline, then asking the child to complete it on their own.

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Classroom Applications of Vygotsky's Theory

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Vygotsky's theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill.

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How teachers use scaffolding in children's learning

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How teachers use scaffolding in children's learning

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1. Hints
2. Range of answers for the child to choose from
3. Encourage child to use additional resources (books, visual reminders, other children)

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Administration for Children and Families (ACF)

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1. Give critical examination of classroom dialogue higher priority in training

Evaluate dominant patterns of student-teacher talk

Consider effects on student participation

2. Recognise & practice teacher-student interaction strategies to help balance "authoritative " & "dialogic" forms of classroom talk

(e.g.  ‘open’ questions, putting knowledge into own words, elaborate and justify views, whole class discussion)

Develop new conversational "ground rules" in education

3. Teach students about the functions and value of talk in learning, encouraging them to apply the awareness and skills they develop across their study of the curriculum

(i.e. language as a cultural and psychological tool)

Using skills beyond the classroom

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Application to Education: Collaborative learning

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Application to Education: Collaborative learning

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Vygotsky supports the idea that children's participation in joint or group activities promotes greater understanding and new ways of thinking for them and those they interact with.
Students often work in groups, but not as groups; teachers should encourage group work with coordinated, joint commitment ("group sense", "feeling of shared endeavour") where students have the opportunity to:

express opinions

analyse situations in words

express agreement & understanding