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In a secondary school science class, teacher may provide scaffolding by first giving students detailed guides to carry out experiments
then giving them brief outlines that they might use to structure experiments
then finally asking them to set up experiments entirely on their own

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- Teacher gives half formed thoughts so students can complete and comment on them

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Universities ensure there study groups outside of the classroom that are essential for maximum understanding

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mentoring, observation/assessment, scaffolding, inquiry/action research, individually guided activities, study groups, and involvement in a development process

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mentoring, observation/assessment, scaffolding, inquiry/action research, individually guided activities, study groups, and involvement in a development process

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Giving children extra support needed in order to enhance learning = scaffolding

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Giving children extra support needed in order to enhance learning = scaffolding

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-Limit “ground rules” where possible e.g. only speak after reading your hand
-Use open questions
- balance dialogic talk and authoritative talk

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Different tiered groups in the classroom 

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Different tiered groups in the classroom 

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High, Middle, and Foundation:
- forms a comfortable level of difficulty for students with varied capabilities
"learning that is too challenging – will be inaccessible, opening the child up to failure and affecting his/her confidence as a learner"

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Group members should have different levels of ability so more advanced peers can help less advanced members operate within their work.

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'OBJECTIVES' USED AT THE START OF EVERY LESSON

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'OBJECTIVES' USED AT THE START OF EVERY LESSON

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Provides what the students are aiming to achieve

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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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- to compare groups that have been tutor led and others that have been student led to and to assess both.

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How might educational functions of classroom talk be developed?

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How might educational functions of classroom talk be developed?

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-use some 'open' questions to explore students ideas
- hold back demonstrations or explanations until the ideas of some students have been heard.
- press students to elaborate and justify their views

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How has Vygotsky’s theory been applied to education?

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How has Vygotsky’s theory been applied to education?

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- group projects and presentations

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Why is the dialogic process of teaching and learning important?

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Why is the dialogic process of teaching and learning important?

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- allows the student to analyse their answer and ensures that all students' answers are valued and open to discussion
- it develops their understanding and comprehension

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Is there variation on the implementation of these methods between institutions and/ or between subjects? Why do you think this might be?

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Is there variation on the implementation of these methods between institutions and/ or between subjects? Why do you think this might be?

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-Between subjects, those with definite answers, such as maths, may use more authoritative talk whereas more opinion based subjects may use more dialogic talk

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Can you think of any examples where Vygotskian theory has been applied in your experiences of schooling/ university learning?

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Can you think of any examples where Vygotskian theory has been applied in your experiences of schooling/ university learning?

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-Classes which are not directed by teachers - groups of student are left to complete a task by themselves with minimal guidance
-When a teacher leaves a long pause after an answer meaning students are encouraged to add to short answers

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What are the key concepts/ themes of Vygotsky's socio-cultural theory of cognitive development?

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What are the key concepts/ themes of Vygotsky's socio-cultural theory of cognitive development?

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- portrayed children as social learners, shaped by their cultural contexts.
- emphasis on continuous and quantitative changes.