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Bruner operationalises Vygotsky for classrooms.

Key ideas:

scaffolding

spiral curriculum

discovery learning (carefully guided)

building from prior knowledge

Activities:

Revisiting concepts repeatedly

language develops cumulatively

support is gradually removed

learners gain independence

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Key ideas:

Cognitive Load Theory

working memory limitations

reducing unnecessary processing

explicit instruction

sequencing information carefully

For EAL learners, cognitive load is doubled:

learning content

decoding academic English simultaneously

So inclusion is not just “putting students together.”

It requires:

visuals

chunking

modelling

reduced extraneous language

dual coding

guided examples

explicit vocabulary teaching

ACTIVITIES (for Business/Economics):

simplifying Economist texts

diagrams

modelling chains in Economics

structured writing frames

careful sequencing

accessible LO language

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Albert Bandura - Feedback - Physical Education

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Albert Bandura - Feedback - Physical Education

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Albert Bandura developed Social Learning Theory, which states that people learn by observing, copying, and modelling others.

In PE (Physical Education), performers learn skills by watching demonstrations from teachers or skilled performers (students).

Feedback is important because positive reinforcement and praise increases confidence encouraging performers to repeat successful behaviours.

Teachers can use Bandura’s theory by providing role models and demonstrations for learners to imitate.

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Made good use of scaffolding, repetition of scaffolds and this is important in my practice as this will provide necessary support for pupils that need it

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Rosenshine's principles are rooted in cognitive science - showing how the brain learns.

Daily review - to encourage fluency through quick retrieval.

Present new material using bite size chunks

Scaffolding and providing models

Ask questions and check students understanding

Guide students understanding and obstain a high success rate.

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Donald Schön’s work focuses on reflective practice and professional learning.

He argued that professional work is often complex, uncertain and unpredictable, and challenged the idea that professionals simply apply theory or fixed methods to solve problems.

His key idea is the reflective practitioner: teachers who learn by thinking carefully about their practice.

Reflection-in-action means thinking and adapting during practice, for example: a teacher changes an explanation when pupils look confused.

Reflection-on-action means reflecting after practice, for example: a teacher reviews a lesson and decides what to improve next time.

useful in teaching because it supports our ability to make professional judgements, be flexible and adapt to the circumstances we are in.

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Lev Vygotsky (Social Constructivism): Focuses on social learning, which is highly relevant in team sports and group-based PE activities.

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Chosen to research as previously looked at during Cert ED.

Piaget theorised children's learning into four stages.

Sensorimotor( upto age 2) pre operational(2-7) concrete operation (7-11) but the most interesting Formal operational (12+)

The formal operational theory looks at the building on previous learning and the ability to "join" information to have a light bulb moment. Allowing abstract thinking and hypothetical scenarios. Giving the child the ability to problem solve by balancing and applying previous knowledge and changing behaviour with new leanrnt information

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Based on Vygotsky’s theory, I believe that the Zone of Proximal Development is one of the greatest influences on my experience as a teacher. In my school, there are pupils with Special Educational Needs and Disabilities (SEND), and I also teach students from overseas who require mediation and adaptation to both the English language and British culture (EAL).

For this reason, I need to adapt tasks so that they do not become barriers to learning. I carefully balance activities that require guidance and support with tasks that pupils are able to complete independently. This approach allows me to scaffold learning effectively and support

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Cognitive Load Theory (1988)

working memory is limited in capacity

can handle 4-7 items at once before experiencing 'cognitive overload'

link to practice: use scaffolding, modelling and application practice when introducing new terms/concepts

support the movement of concepts into long-term memory via spaced retrieval (in line with Ebbinghaus' forgetting curve research)

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Bandura theorised the concept of self-efficacy. In an education setting, developing a pupils self-efficacy must held in high importance as Bandura theorised that this has great impact of behaviour. The ability to show resilience and engage in difficult actions may prevent pupils from engaging in the learning as they have created a self-defeatist mindset, believing they were incapable.

However, Bandura highlighted that to improve one's self-efficacy, it is important to develop ot through practice, the experience of achievement (which was specified as the most important), witness success by ones similar to themselves and verbal persuasion, although without experience to back it up, persuasion can have a limited effect.

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Cognitive Development, in which the children learn differently based on their stage of development. Children actively build knowledge through experience. In a secondary behavioural school setting such as mine, many of our learners have gaps in their education as well as difficulties with emotional regulation. So practical, hands-on Art activities can support engagement and cognitive development through active learning.

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Bruner (1915-2016) was an American Psychologist working in Cognitive Learning Theory.

He is most famous for developing and defining the term 'scaffolding' and also for his proposal of a 'spiral curriculum'. Scaffolding involves the teacher delivering a carefully designed programme, reducing the assistance to the learner over time. A 'spiral curriculum' is when the subject/area is revisited at intervals, at a more sophisticated level each time.

In my school, our Maths curriculum and our RE curriculum both have a very obvious spiral structure.

Bruner also developed the idea that there are three ways learners experience/represent a task: enactive, iconic and symbolic. This is the concrete, pictorial, abstract model with which we teach mathematics across primary.

During his time in Oxford, Bruner worked on early language development and acquisition - he argued that this took place through meaningful carer/child interactions with scaffolding provided by the carer.

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One theorist that is highly applicable to teaching in Special Educational Needs (SEN) settings is Jean Piaget and his Theory of Cognitive Development. Piaget believed that children learn best through active exploration and interaction with their environment. He suggested that learning happens in stages and that children build knowledge by doing, experimenting, and experiencing things for themselves.

Piaget’s theory is especially relevant in SEN settings because many children benefit from practical, hands-on learning opportunities rather than relying only on verbal instruction or written work. In my classroom, this is reflected through sensory activities, practical tasks, and interactive learning experiences that help children understand concepts more clearly and retain knowledge more effectively.

For example, children are encouraged to explore resources physically, use visual aids, engage in play-based activities, and participate in sensory experiences. These approaches support understanding by allowing children to learn through action, which aligns with Piaget’s belief that children construct knowledge through experience. Hands-on learning can also help children with communication difficulties, autism, or developmental delays by making learning more accessible and meaningful.

Piaget also recognised that children learn at different rates, which is important in SEN education. In my teaching practice, activities are adapted to meet individual needs so that children can learn in ways that suit their developmental stage and abilities. This helps create an inclusive environment where all children are supported to achieve and build confidence in their learning.

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Daniel Willingham - American psychologist known for applying cognitive science to educational practice. Current professor at the University of Virginia and is well known for his writing on how critical thinking, learning and core memory work.

Known quotes/ideas:

"memory is the residue of thought" - meaning humans remember deep and meaningful thoughts over repeated exposure.

"working memory is limited" - meaning only a small amount of info can be stored, reducing cognitive load.

Most famous books:

"Why Don't Students Like School?" - 2009 - how cognitive science can improve teaching.

"Outsmart Your Brain" - 2023 - a practical student-focused book

"Raising Kids Who Read" - 2015 - helps parents create supportive reading environments

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Modes of representation:

Enactive representation

Iconic representation

Symbolic representation

Different ways of how learner process and store knowledge.

Adapt learning dependent on individual students' current mode of representation to increase understanding.

Linking to scaffolding - new concepts need enactive representation, then iconic, finally symbolic as understanding develops

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Rosenshine was not a cognitivist but more of an applied theorist. He worked on and studied how the mind learns. Creating his principles for teaching he found these ideas:

Learning is constrained by working memory

Prior knowledge assists whereas explicit instruction helps newer learners

Scaffolding allows for more complex tasks in learning

Modelling and thinking aloud externalises thinking among students

Practice and retrieval are key to strengthening memory

His work is similar to that of Piaget, Bruner and Sweller.

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Believes children are active participants who need hands on experiences and interactions

Learning occurs through adaption: assimilation (integrating new info to existing schemas) and accommodation (modifying schemas)

This means students need hands on opportunities and chances to explore. Being at a SEND school lots of continuous provision to support exploration. Children also need real-world experiences, this is something my school is very passionate about, using real-life experiences e.g. going to the shops to learn about money rather than doing it in the classroom. There is also a need for teachers to be curious and promote this in children, teachers must be passionate in order to support children's curiosity.

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The Reflective Practitioner: Professionals learn by reflecting on real situations rather than only applying formal theory.

Importance of Contextual, Experiential Learning: Theory must be integrated with messy, contextual situations to be useful.

adjusting lessons on the spot

post-lesson debriefs, learning journals, video review

Model expert thinking aloud, demonstrations, guided practice, and worked examples

For trainee teacher this applies to us adapting lessons on the spot and thinking on our feet. We also reflect with our mentors each week about our lessons in order to improve and learn

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One of the most cited theorists: Cognitive Load Theory. Argues for step by step instruction and that "unguided exploration" creates unnecessary load and prevents learning. Suggests that shouldn't make the end goal "too high stakes", an example being to find all the angles in a shape not just angle X. Teaching should include explicit instruction, initially scaffolded heavily then eased and move towards independent, less/ unscaffolded learning.

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Vygotsky believed students learn best through guidance and social interaction. His idea of the Zone of Proximal Development shows that learners make most progress when supported to complete tasks slightly beyond their independent ability.

In my SEMH maths teaching, I apply this through modelling, scaffolding and breaking learning into manageable steps, gradually removing support as students gain confidence and independence.

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He believed learning happens through social interaction and support from others.

His ideas are present in my practice as I:

use pair and group activities to help students practise speaking and share ideas.

support learners with prompts, modelling, and scaffolding during tasks.

plan activities that challenge students but are still achievable with support.

encourage classroom discussion to build confidence, language skills, and critical thinking.

His theory is useful because it encourages active, collaborative learning and helps students build their confidence.

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Four stages of Cognitive Development:

1. Sensorimotor Stage (0-2y)

2. Preoperational Stage (2-7y)

3. Concrete Operational Stage (7-11y)

4. Formal Operational Stage (12y+)

Lessons can be altered to link to the students' cognitive development stage.

E.g. Year 4 students - logical thinking using concrete resources

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Dewey believed that education should be based on real-life experiences and through learning by doing. He believed that learners construct understanding through meaningful experiences and reflections.

Which through my PE and Outdoor Adventure lens is naturally supported. Students reflect on the weather, their preparedness, their problem solving skills as well as having practical conversations.

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Key ideas:

social learning

language as a tool for thinking

Zone of Proximal Development (ZPD)

scaffolding through interaction

This fits EAL almost perfectly because EAL students develop language through participation, modelling, peer discussion, guided questioning, and supported academic talk.

Inclusion through EAL means:

students are not removed from learning

language development happens inside the curriculum

peers and teachers mediate understanding

learning is collaborative rather than deficit based

Sample activities: Reading Circles / Peer-checking system / modelling thought processes / structured classroom talk (for Economics / Business - discussions using authentic texts)

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Vygotsky emphasised the significant role that language plays in the development of abstract thought. He stressed the importance of the labelling process in the formulation of concepts. He believed that children’s language was social in origin because it arose in interaction between the child and others.

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Empowering pupils to be accountable and responsible for their actions

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Empowering pupils to be accountable and responsible for their actions

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Positive re-enforcement and focuses on calmer approach to behaviour management and consequences. Counter theorist: Skinner on Behaviourism where behaviour is managed through rewards and consequences.

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Consistent, calm behaviour

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Special secondary - modelling independent living skills and social skills more intensively than mainstream (navigating transport, shopping, banking)

Mainstream primary - model interactions and model behaviours, helping children understand the rules and routines

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could use as proactive behaviour management strategy

greeting pupils at door, being kind, polite and respectful

encourages pupils to reciprocate respectful behaviour when they see adults model this behaviour

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Skinner is a good contrasting theorist to Bill Rogers. Skinner is a behaviourist and Rogers is a humanist.

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Jean Piaget did research that concluded different results

He said it wasn’t a criticism of Vygotsky their own studies and beliefs were just different

Piaget saw it as an individual concept and they learn individually not a social concept

If it is an individual basis then culture and social context won’t matter which differs from Vygotsky

Proposes a very solitary concept to behaviour

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His theory is Social Learning Theory.

Key concepts: children learn through observation and imitation.

Learning happens via vicarious reinforcement.

People model role models.

A teacher needs to become a role model for students, which can be achieved by being friendly and respected.

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Children learn from social interaction, particularly from a ‘more knowledgeable other’.

These interactions provide guidance that support the child to use and build upon previous knowledge and ensure they are challenged and stretched but not overwhelmed.

Social context and cultural tools affect this.

His work highlights development as a social process and not an independent process.

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Bennett and Rogers counter Bandura in that they emphasise making students accountable for their own behaviour choices.

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Vygotsky developed zones of proximal development and using the “Goldilocks” zone to push learners and support them using a more knowledgeable other and scaffolding.

Counter arguments for this are that children learn through discovering the world and their own independent learning rather than adult instruction or the adults knowledge being taught.

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I think it is a careful balance between both theories. Children learn both from learning through instruction via an adult, however, children also learn from peers and their own understanding of the environment. This is more evident in a SEND provision as often the children interpret the world differently.

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scaffolding is almost something inherent you would do as a teacher and support the learner who is struggling to understanding until they can grasp and work for themselves. The current counter Bruner is to leave the learner frustrated and discover the learning for themselves which appears almost self destructive.

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Social learning in practice - role play, modelling interactions, group work, worked examples. Four key principles are: attention, retention, reproduction and motivation.

Attention - noticing behaviour

Retention - remembering the behaviour

Reproduction - being able to copy it

Motivation - have the opportunity to apply it themselves.

Links to vicarious reinforcement - more likely to copy a behaviour if they see others being rewarded for it.

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Vygotsky - relating to learning/teaching

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Vygotsky - relating to learning/teaching

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Teacher as more knowledgeable other, understanding pupils to ensure scaffolding is provided to help them move through the zone of proximal development. Modelling an activity, I do, we do, you do. WAGOLL/WABBOL. Modelling an essay on the board, taking everyone’s views (can you find a quote, how can we model this into our essay?) Thinking out loud, showing thought process. Collaborative learning (think, pair share, group work). Feedback (peer on peer, teacher to peer). Green pen (marking own or others).

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Learning is most effective when teaching is explicit and well-structured.

New knowledge should be taught in small steps to reduce cognitive load.

Teachers should model skills and thinking before pupils practise.

Understanding must be checked frequently through questioning.

Pupils need guided practice first, then independent practice once secure.

Rosenshine’s Principles of Instruction:

Daily review — Begin lessons by reviewing prior learning

1. Present new material in small steps — Break complex content into manageable chunks to reduce cognitive load.

2. Ask lots of questions — Use questioning to engage students, probe understanding, and promote retrieval practice.

3. Provide models — Demonstrate procedures and thought processes

4. Guide student practice — Supervise initial practice closely with scaffolding and feedback.

5. Check for student understanding — Use frequent, formative checks and adjust instruction when students struggle.

6. Obtain high success rates — Aim for most students to succeed during guided practice before moving on.

7. Provide scaffolds when needed — Gradually remove supports as proficiency grows (faded scaffolding).

8. Practice for fluency — Give distributed and cumulative practice to consolidate learning into long‑term memory.

9. Review and check for retention — Regular cumulative review to maintain mastery over time.

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Scaffolding: Use sentence stems and live modelling to support pupils in tasks they cannot yet do alone.

Collaborative Learning: Adapt independent tasks into collaborative activities, to encourage social learning.

Guided Practice: Apply the "I do, we do, you do" model to gradually reduce support as pupils gain independence. (I know this is Rosenshine but can be applied as a Vygotskian tool)

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All not passive recipient of knowledge but learning through interaction. Sensorimotor Stage: 0 - 2 years, children learn about the world through their senses and motor behavior.

Preoperational Stage: From 2 - 7 years, children begin to use language and develop memory and imagination. Thinking is still intuitive and egocentric. More independent.

Concrete Operational Stage: From 7 - 12 years, children can perform operations on concrete objects and mentally manipulate them. They can understand conservation and think logically about physical objects.

Formal Operational Stage: Characterised by adolescence and adulthood, this stage involves abstract thinking and the ability to reason about hypothetical problems.

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Learning is most effective when teaching is explicit and well-structured.

New knowledge should be taught in small steps to reduce cognitive load.

Teachers should model skills and thinking before pupils practise.

Understanding must be checked frequently through questioning.

Pupils need guided practice first, then independent practice once secure.

Rosenshine's Principles of Instruction are ten research-based strategies designed to enhance teaching effectiveness and improve student learning outcomes.

Rosenshine states that teaching must account for the limited capacity of working memory. He explains that when too much information is presented at once, students are unable to process it effectively.

Rosenshine’s 10 Principles of Instruction

1- Daily Review

Begin each lesson by reviewing previous learning.

2- Present New Material in Small Steps

3- Ask Questions

Check understanding regularly.

4- Provide Models

Show worked examples or demonstrations.

Helps students understand the process before trying themselves.

5- Guide Student Practice

Supervise and support practice early on.

Give feedback and correct errors immediately.

6- Check for Understanding

Continuously assess comprehension.

Adjust teaching if students struggle.

7- Obtain High Success Rates

Aim for most students to succeed during practice.

Builds confidence and motivation.

8- Provide Scaffolding

Give hints, prompts, or structured support.

Gradually remove support as students become more skilled.

9 - Independent Practice

Students practice on their own to reinforce learning.

Helps consolidate knowledge and skills.

10- Review and Reteach

Regularly revisit previous material.

Ensures long-term retention and mastery.

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Learning builds on prior knowledge, we are not built to think, rejects learning styles, knowledge is what makes thinking possible, memory is a residue of thought,

Practical implications - ask ‘what will students think’ rather than ‘what will they do?’ Allowing thinking time is therefore crucial.

Reducing cognitive overload - small chunks of info at a time. Practice regularly - such as retrieval.

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Consistent, calm behaviour - the 5 pillars 

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Consistent, calm behaviour - the 5 pillars 

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- Schön's ideas are often linked to constructivism, which suggests that knowledge is actively constructed through a process of reflection and that cognitive structures are involved in this process.

- Promoter of being a reflective practitioner. His innovative thinking around notions such as ‘the learning society’, ‘double-loop learning’ and ‘reflection-in-action’ has become part of the language of education.

Learning through the 'learning society' that we learn through our environment and peers .

Learning on the loss of the stable state, implies that modern life is changing fast and we have to adapt together as a 'society' within the learning culture/environment we are in. This element of learning is useful in a subject like geography as it is a dynamic and changing subject based around physical and human components.

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Rosenshine looks at 1.review prior learning 2. Present information in small steps 3. Ask lots of questions 4. Provide modelling 5. Guide student practice 6. Check for understanding 7.  High success rate, high expectations 8. Provide scaffold 9. Engage and review weekly/ monthly.

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Rosenshine looks at 1.review prior learning 2. Present information in small steps 3. Ask lots of questions 4. Provide modelling 5. Guide student practice 6. Check for understanding 7.  High success rate, high expectations 8. Provide scaffold 9. Engage and review weekly/ monthly.

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Core Concepts of Schön’s Theory

a)Reflection-in-Action

This is thinking while teaching.

Occurs in the moment, during the lesson

Involves noticing something unexpected and adjusting immediately

Fast, intuitive, and often tacit

b)Reflection-on-Action

This is thinking after teaching.

Happens after the lesson

More deliberate and analytical

Leads to planning changes for future lessons

c)Professional Knowledge-in-Use

Schön distinguishes between:

Espoused theory (what teachers say they do)

Theory-in-use (what they actually do in practice)

Use in mathematics:

Donald Schön’s theory of reflective practice can be applied in mathematics teaching by enabling the teacher to respond intelligently to pupils’ thinking in real time (reflection-in-action), such as adapting explanations, representations, or pacing when misconceptions or disengagement emerge, and by evaluating the effectiveness of these decisions after the lesson (reflection-on-action) to refine future planning. In mathematics, where learning is often non-linear and misconceptions quickly affect behaviour and confidence, Schön’s framework supports professional judgement that goes beyond rigid methods, allowing teachers to integrate subject knowledge, assessment insight, and behaviour management to improve conceptual understanding and engagement.

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1. Working Memory Is Limited

Learners can only process a small amount of new information at once

Instruction must reduce cognitive overload

➡️ This directly aligns with Cognitive Load Theory (Sweller)

2. Learning = Moving Knowledge into Long-Term Memory

True learning happens when knowledge is:

Stored

Retrieved

Applied automatically

➡️ Practice and review are not repetition, but memory strengthening

3. Novices Learn Differently from Experts

Beginners need:

Explicit instruction

Clear models

Guided practice

Experts can handle discovery and problem-solving

➡️ Inquiry works after, not before, foundational knowledge

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Jerome Bruner’s cognitive theory views learning as an active process, where students build understanding rather than memorise content. In my psychology lessons, I use guided discovery, encouraging students to explore research and exam questions before we confirm ideas together. I scaffold learning with prompts and models initially, then gradually reduce support to build independence. I also use a spiral curriculum, revisiting key topics throughout the course in increasing depth to strengthen understanding and exam confidence.

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Select a Key Theorist. Describe the theory and its application to your teaching practice.

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Constructivist not behaviourist

Importance of adult and peer modelling of calm behaviour because we learn by observation and it doesn't have to be our own experiences we are observing

Students learn behaviour through imitation.

We should model respect, self-control, cooperation.

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Five pillars of Dix:

1. Consistent, calm adult behaviour

2. ﻿﻿﻿First attention for best conduct

3. ﻿﻿﻿Relentless routines

4. ﻿﻿﻿Scripted interventions

5. ﻿﻿﻿Restorative follow-up

Dix argues consistency is key across all students but perhaps doesn’t account for SEND students

Dix promotes restorative follow ups conversations while counter theorist Skinner emphasises the need for rewards/punishments.

Bill Rogers approach falls in between Dix and Skinner as he promotes clear boundaries and consequences but with an additional sympathy touch.

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Use of his three step behaviour management plan to establish a productive and positive classroom environment. Set up clear expectations and rules as preventative actions, take corrective actions by positive reinforcement and tactically ignore bad behaviour. Follow up with supportive action and maintaining relationships.

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Vygotsky believed that learning precedes development; instruction can promote development by guiding a child through the zone of proximal development. Vygotsky argued that learning is fundamentally a social process where a child's cognitive abilities develop through social interaction and guidance from more knowledgeable individuals.

In contrast, Piaget believed that development precedes learning; a child must be at the right developmental stage to learn. Piaget argued that children are active learners who construct knowledge through individual, independent exploration, with cognitive development occurring in universal, innate stages.

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digital resources that have hidden help boxes - student can decide whether to uncover or not. Is scaffolding but student centred

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Teacher modelling of behaviour and emotional intelligence.

High expectations, modelled leading to consistent behaviour done repeatedly

Structure, routines, positive norms, taught behaviour, high expectations, consistent consequences with boutique exceptions...these are the building blocks of every effective classroom and school I have visited, whether they cater for the youngest or the oldest, the most advantaged or the most in distress.

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Albert Bandura's social learning theory explains how people pick up new habits from watching others. It highlights the importance of imitation, modelling and vicarious reinforcement. This implies that students can learn from observing others' rewards and consequences. Students observe what occurs to others and modify their actions accordingly. B.F. Skinner counters Bandura's theory through his strict behaviourist view that entails environmental reinforcement & consequences as the main route to manage behaviour.

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Albert Bandura believes in practical application of social learning in education.

The 7 key applications are:

Behavioural modelling

Self-efficacy

Reinforcement and punishment

Collaborative learning

Self regulation

Problem solving modelling

Self-assessment and self-reflection

Goal setting

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Teaching routines, behaviour as part of the curriculum, takes constant maintenance

Routines, responses, relationships

Teacher modelling of good behaviour

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Dix - does not believe in student-involved behaviour agreement. Instead prioritises restorative justice, consistency in routines and calm teacher attitudes. Scripting. Meet and greet at the door.

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The ‘more knowledgeable other’ can support learning

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Routines, crowd sourcing behaviour agreement, seating plans, organisation, closure/exit routines, cues for support

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In Bill Roger’s model the black dot represents the negative disruptive behaviour in the class. The white square represents the positive behaviour of the majority. By focusing on the black dot we are forgetting about the white square. This illustrates the need to keep thing in perspective to avoid using sweeping statements that can harm positive relationships, such as this class is awful.

Practical reflection: I would pick up on the latecomers, noisemakers and students off task, at the expense of reinforcing the good behaviour of the majority.

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Cognitions such as outcome expectancies (beliefs about the consequences of actions) and self-efficacy (confidence in one’s abilities) play a central role in guiding behavior and modifying the environment.

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Successful learning is dynamic and individual, not procedural and collaborative

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Centres on positive, respectful and consistent approaches to guiding student behaviour. Not about controlling students.

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He did not use the word ‘scaffolding’

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Alfie Kohn - Wants to build a democratic classroom where children are involved in decision making. Focusing on fostering intrinsic motivation. Wants to remove reward and punishment as he thinks it is restrictive.

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Paul Dix

5 pillars of pivotal practice

1. Calm and consistent behaviour

2. First attention to best conduct

3. Relentless routines

4. Scripted interventions

5. Restorive follow ups

Believes each of these are important when creating a behaviour management system.

Based off teacher pupil mutual respect and a child led approach.

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Sociocultural theory

Pupils need to be challenged but not continually fail as they lose motivation to learn. Children thrive in the Zone of Proximal Development.

Use of scaffolding within lessons.

Disregards the individual and the possibility that they can rise above social norms such as gifted students. - (Lui & Matthews 2005)

Vygotsky's socio-cultural theory does not seem to apply to all social groups. Social groups may not be equal and learners may be different. (Lui and Matthews 2005)

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Lev Vygotsky

Sociocultural theory

Zone of proximal development

Scaffolding

Culture

Social interaction is essential

Learning leads development

No fixed stages

Culture an influence

Language is a fundamental tool for thought

Jean Piaget

Cognitive Development Theory

Social interaction is useful but not essential

Development enables learning

Four stages:

-          Sensorimotor (0-2). Senses and actions

-          Preoperational (2-7). Symbolic thought and language

-          Concrete operational (7-11). Logical thinking. Conservation. Cause/effect

-          Formal operational (12+). Abstract/hypothetical thought – complex concepts

Children build understanding through schemas – “mental framework

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Albert Bandura stated that watching someone similar to yourself succeed can increase self-efficacy and belief that you can do it.

He also promotes learning through models, teachers that promote positive behaviour and act as role models, observers are more likely to adopt those behaviours.

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Paul Dix implies that unregulated behaviour creates and unregulated environment. 

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Paul Dix implies that unregulated behaviour creates and unregulated environment. 

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When the adult changes, everything changes. It is an individual approach whereby each teacher is different, however, the teacher dictates pupil behaviour through calm, consistent and attentive modelling. The counter argument is that theorists such as Bill Rogers emphasise an importance in a whole school approach which suggests less of an individual management, instead, a policy/group driven environment which can be beneficial.

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5 pillars of practice:

1 - Consistent, calm adult behaviour

2 - First attention for best conduct

3 - Relentless routines

4 - Scripting difficult interventions

5 - Restorative follow-up

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Albert Bandura - Vicarious Reinforcement 

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Albert Bandura - Vicarious Reinforcement 

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People are more likely to imitate behaviour if they see someone else being rewarded for it. Likewise, they are less likely to imitate behaviour that is punished. For example, a pupil is rewarded by a teacher for a good contribution to a class discussion - this is observed by one of their peers and so they are likely to imitate this behaviour, in order to be rewarded.

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Bennett looks at a consistent way to support behaviour, creating a whole school ethos promoting a consistent positive approach to behaviour.

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Behaviour management whole school approach 

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Behaviour management whole school approach 

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Main theory is that teachers should make students accountable for their own behaviour choices

Uses positive language

Giving students choices

Shared responsibility among all staff, clear expectations and restorative practises rather than punitive discipline

Contrasting

BF Skinner - behaviour is shaped by its consequences and promoted use of reinforcement and punishment to manage behaviour

External control - system of rewards and sanctions

In our schools

Detention but must have restorative conversations at detention

Boarding school different and not consistent approach - pastoral and exceptional circumstances often come into play

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Teachers have little control over factors that may be influencing students' behaviour so we must ensure that the time they spend in school is spent productively and that we support the student in 'de-victimising' themselves, to value learning and to find a positive sense of peer acceptance.

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Dix’s approach is also heavily focused on the role of the teacher as a model of desired behaviour.

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Dix’s approach is also heavily focused on the role of the teacher as a model of desired behaviour.

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His key concepts were

-Zone of Proximal Development (ZPD)

- Language and Thought

- More Knowledgeable Other

Vygotsky’s main idea is that learning is a social process.

He believed children learn best when they interact with adults, teachers, or peers who can guide them — not by working completely alone.

- learning happens best through guided interaction

-He argued that children’s thinking develops through these interactions, especially through language, which he saw as the most important tool for learning. Talking, questioning, and explaining help pupils organise their thoughts and build understanding.

Teacher standards :

1 -Set high expectations which inspire, motivate and challenge pupils.

3- Demonstrate good subject and curriculum knowledge

4- Plan and teach well structured lessons

5 -Adapt teaching to respond to the strengths and needs of all pupils

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Shaped by social interaction, culture context and language

Key concepts

Importance of social interaction and culture in learning

Children learn through guided particpation with more knowledgeable others

Zone of Proximal Development (ZPD) which describes the difference between what a learner can do without help and what they can achieve through guidance.

(Piaget outlines stages of development)

Importance of the environment may also impact a child's behaviour.

Vygotskys theory suggests scaffolding children can reach cognitive abilities beyond what they would achieve alone, however Piaget focuses on self initiated discovery biological constraints.

Counter argument theorist

Piaget

Pupils progress through 4 developmental stages; sensorimotor (birth to 2 yrs), preoperational (2-7 yrs), concrete operational (7-11 yrs) and formal operational (11+ yrs)

Piaget sees language as a product of cognitive development rather than vgitskys argument that language is the primary tool for cognitive development.

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Observational learning and modelling

Bridged the gap between behaviourism and cognitive psychology

The Bobo Doll experiment - children who saw modelled behaviour towards the doll negative or positive, copied this behaviour.

The concept of self efficacy - emphasised the need for self belief. Central to social cognitive theory - describes a dynamic interaction between a persons behaviour, environment and personal factors.

How does this link to the classroom - modelling positive behaviours, peer modelling, give students achievable goals to build confidence. As teachers - promoting self efficacy as it is linked to intrinsic motivation.

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5 On-the-Spot Behaviour Management Strategies from Bill Rogers

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5 On-the-Spot Behaviour Management Strategies from Bill Rogers

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1. Gain attention, pause and then give a direction

2. Don’t ask ‘why questions‘ – when dealing with small misbehaviours

3. Use partial agreement (maybe-but) to stop conversations going off on a tangent

4. Use conditional permission (when-then) when students ask to do something

5. Give students a forced choice when a direction has been ignored

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3 R's - Routine, Responsibilities and Relationships

Counter - Constructivism - behaviour from social interaction

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Bennett- creating a culture within the school of leaders and having a consistent behaviour policy that is always applied. Once this culture is in place it benefits the learning environment. 

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Bennett- creating a culture within the school of leaders and having a consistent behaviour policy that is always applied. Once this culture is in place it benefits the learning environment. 

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Drama - Vygotskys (scaffolding, social interaction) 

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Drama - Vygotskys (scaffolding, social interaction) 

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pair more capable students with those who need a little guidance

Conversations that are relatable to the pupil - so they understand. Not one size fits all.

Fostering an environment where students feel comfortable and experimenting with new roles (in drama)

Model techniques

Gradually reducing support as student gains confidence

Normalise mistakes

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Vygotsky's theory of social constructivism highlighted the importance of social interaction in learning.

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focusses on structure, routines, teacher authority., behaviour is taught. calm and consistent classrooms. warm strict.

opposing theories focus on relationships, emotions. behaviour is communication of needs. applicable in the classroom, aims for positive respectful classrooms, structure before relationships.

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TS5- Adapt teaching to respond to the strengths and needs of all pupils

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B.F. Skinner’s operant conditioning contrasts with Paul Dix’s theory as skinner suggests that behaviour is shaped by positive and negative reinforcement whereas Dix does not focus on external rewards or sanctions but on internal motivation, relationships and dignity.

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B.F. Skinner’s operant conditioning contrasts with Paul Dix’s theory as skinner suggests that behaviour is shaped by positive and negative reinforcement whereas Dix does not focus on external rewards or sanctions but on internal motivation, relationships and dignity.

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TS1 - Set high expectations which inspire motivate and challenge pupils

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Bennett's behaviour theory differs from that of Dix because he believes that relationships develop once behaviour is under control.....Dix believes that relationships come first.

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advocated instead for structured environments , clear expectations and consistent reinforcement