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For development and sharing knowledge amongst members of a community and society

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https://www.youtube.com/watch?v=SzOTvkY3jOE
Talks about how the way adults communicate with children attach cultural meaning to the world around them

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Problems relating to a child's culture will be more easily understood by children of that culture than children of different cultures

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This article suggests that teachers who adopted the use of cultural tools in their teaching led to a higher order of development

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Teaching needs to adapt to this diversity and recognise that cultural tools shape our learning.

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Teaching needs to adapt to this diversity and recognise that cultural tools shape our learning.

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Since Vygotsky's writing, school classes have become more diverse.

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Since Vygotsky's writing, school classes have become more diverse.

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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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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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Community of learners program (jigsaw approach) 

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Community of learners program (jigsaw approach) 

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The aim is to research a large topic, but children are divided into smaller groups and focus on a particular aspect of the topic.
All children's contributions are essential for the group to succeed.

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Why is the 'dialogic process' important?

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Why is the 'dialogic process' important?

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- Guides thinking and acting

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- teachers now engage in more dialogue with more open ended questions

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School- all experienced the same teaching techniques (all used the 'ground rules'- for example putting your hand up to speak)
We did not participate in much group work
University- All participate in group work with and without a tutor

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School
- Little group work (always managed by a teacher)
- behavioural risk leaving children to do group work alone without a teacher
- Classes were put into sets, therefore groups were not of mixed abilities

University
- Group work without a tutor
- Encouraging discussion in lectures when asked a question
- In electives asked to apply learning to main subject

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Peer discussion e.g. parent and child reading a book together.
More knowledgeable other e.g. parent 'scaffolds' child's learning - provides a

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- Instruction should be aimed at helping children gain a deeper understanding
- Group work without a tutor leads to better understanding
- Learning should be a cooperative activity
- Learning a little should create a desire to learn more
- Authoritative talk and dialogue should be balanced

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Children develop self regulation and problem solving abilities by telling themselves out loud what to do (essentially talking to themselves

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Defines a zone of what the learner can do with help related to scaffolding. There is a zone of what the learner can do with help and another zone of what the leaner cannot do.

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- Social partners intentionally focus on a common referent in the external environment.
- Joint attention is at the heart of this concept and increases a child's ability to learn

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Cultural tools- for development and sharing knowledge amongst members of a community and society
psychological tools- structuring the processes and content of individual thought

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more knowledgable individuals organise activities in ways that allow less knowledgable individuals to learn