# data[].attributes.body
- use open questions to explore students ideas
- encourage students to put knowledge into their own words
- press students to elaborate and justify their views
- allow students extended turns to express their thoughts and reveal their misunderstandings

# data[].attributes.body
Video encompasses many of the aspects of the theory discussed on the wall...

# data[].attributes.body
-Same age in school
-Control = standard learning procedure
- Experimental group= heavily influenced by Vygotsky's Theory
- 5 years longitudinal study
- Compare grades and experiences of classroom learning (enjoyment of the subject) at the end of experiment

# data[].attributes.body
- Language shapes how we think; encourages people to think why they are correct and also wrong
- Private speech is an example of this

# data[].attributes.body
Schools- often classroom setting is authoritative learning
University- lectures are dominated by authoritative learning HOWEVER seminars and workshops utilise the concept of collaborative learning. Office hours allow for scaffolding also.
Types of subject- For example, Psychology is a theory based subject where information is taught whereas Physics is a skill based subject whereby students are required to carry out practicals in groups in class.

# data[].attributes.headline
A step by step guide for teachers on using the ZOPD in the classroom

# data[].attributes.subject
A step by step guide for teachers on using the ZOPD in the classroom

# data[].attributes.headline
The Role of Play in Education and Development

# data[].attributes.subject
The Role of Play in Education and Development

# data[].attributes.body
- Teachers need to provide children, particularly young children, with many opportunities to play.
- Through play and imagination a child's conceptual abilities are stretched.
- Vygotsky claimed that play leads to cognitive development as children tend to imitate adults in real-life situations.
- Children achieve an elementary mastery of abstract thought through their imagination and recognition of implicit rules governing the activities they have reproduced in their games

# data[].attributes.headline
Role of Talking Over Children's' learning

# data[].attributes.subject
Role of Talking Over Children's' learning

# data[].attributes.body
- Vygotsky suggested that language 'transforms' a child's learning
- Communication with peers improves both ‘intermental’ (social, interactional) activity and ‘intramental’ (individual, cognitive) capabilities.
- Further emphasis on the importance of children being active learners for themselves, as well as 'good role models' for their peers
- Classroom settings need to continue to evolve to allow for talking as an agent for learning (used to be punished for talking in class)

# data[].attributes.attachment_link.title
Children's Engagement with Talk to Enhance Learning in the Primary School Classroom: Literature Review

# data[].attributes.attachment_link.description
This is the winning undergraduate essay in the 2015 Critical prize competition. It was written by Emma Johnston, a third year Undergraduate student on the B.A. (Hons) degree in Primary Education at the University of Wolverhampton. She was nominated by her Lecturer Paul Gurton, Senior Lecturer, Primary Initial Teacher Education, University of Wolverhampton.

# data[].attributes.body
The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist."

This quote from Maria Montessori encapsulates the ultimate goal of scaffolding: that children should move from receiving a lot of help, to progressively requiring less and less help, until they reach a point at which they no longer require any help at all.

# data[].attributes.body
- Vygotsky emphasised the role of relationship in learning
- Teaching assistants provide a more closely-knit relationship (and more relationally-based instruction) than a teacher is able to offer; this enhances children's learning.

# data[].attributes.attachment_link.readable_text
Teaching assistants, whose contribution to learning has been called into question in recent years, have been shown to improve pupils' attainment, two studies show.

Schools spend £4bn a year - or 10% of the total education budget - on 24,000 TAs, but some headteachers have cut back on numbers after previous research raised doubts about the impact of TAs on learning.

The latest research, however, shows that when TAs are used in a focused way - to deliver structured, high-quality support to small groups or individual children - pupils make an additional two to four months' progress.

Evaluation of the two studies was funded by the Education Endowment Foundation (EEF) charity, which says there is compelling evidence that should help shape the the way TAs are used in schools to ensure they improve pupils' results.

Sir Kevan Collins, EEF chief executive, said: "Teaching assistants have been much maligned in recent years and many schools have scaled back on their employment to cut costs. But today's results prove that when they're used to deliver small-group interventions, they can have a great impact on pupils' attainment.

How teaching assistants can make a real difference in the classroom
"With so many teaching assistants employed across the country, schools now have compelling evidence to make sure they're using their own teaching assistants in ways that really improve results."

Traditionally TAs have been used in classrooms as substitute teachers for low-attaining pupils, but with concerns that they are having little or no impact on learning, pressure has been growing to find the most effective ways of using them.

In the past five years the EEF has commissioned evaluations of six TA-led interventions, with more than 2,000 children in just under 150 schools. In all of them, TAs are trained to deliver structured sessions to small groups or individual pupils; all six trials, including the latest two published on Friday, show a positive impact on learning.

The first, the Nuffield Early Language Intervention, gave TAs three days of training with detailed lesson plans to lead short, structured sessions on topics such as time and what we wear, with small groups of nursery and reception pupils.

The 30-week programme at 34 schools and nurseries improved the vocabulary, grammar and listening skills of four- and five-year olds by up to four months. A shorter 20-week version in the first two terms of primary school resulted in pupils making two months' additional progress.

In the second trial, a targeted reading support programme called Reach, TAs were used to improve the reading skills of struggling readers in years seven and eight in secondary school, with one-to-one sessions focused on reading aloud three times a week for 20 weeks.

Pupils made the equivalent of four months' additional progress, but those who took part in a version with a greater focus on language comprehension made six months' progress.

The evaluation of the study expressed reservations about these findings, however, because the trial was smaller than expected and had to be phased because of delays recruiting schools. There were also concerns that almost 30% of pupils did not complete all the tests at the end of the project.

Russell Hobby, general secretary of the school leaders' union NAHT, said: "This research is a pivotal contribution to a critical debate: do the billions invested in teaching assistants make a real difference? The answer according to the EEF is yes, if schools deploy and support them properly.

"This is the reality behind many education interventions. It is not just what you do, but how you do it. Good ideas, poorly implemented, fail. Good teaching assistants, poorly managed, fail to help. Well managed, they are a vital part of our schools."

A Department for Education spokesman said: "We trust heads, governors and academy trusts to plan their staffing in a way that best meets the needs of their pupils. Support staff are best used when they add value to what teachers do, not when they replace them."
Topics

# data[].attributes.attachment_link.title
Teaching assistants improve pupils' results, studies show

# data[].attributes.attachment_link.description
Teaching assistants, whose contribution to learning has been called into question in recent years, have been shown to improve pupils' attainment, two studies show. Schools spend £4bn a year - or 10% of the total education budget - on 24,000 TAs, but some headteachers have cut back on numbers after previous research raised doubts about the impact of TAs on learning.

# data[].attributes.body
- Vygotsky proposed in order for students to learn it should be within their 'Zone of proximal development.'
- ZOPD = a concept or skill that can be learnt with the help of a more knowledgable other, and can later be performed on their own (Scaffolding)
- helpful as allows teachers to recognise what is outside students zone, and can use the educational year to form a step-by-step learning process of which students use scaffolding and a more knowledgable other to slowly master new things

# data[].attributes.attachment_link.title
An Introduction to Using Vygotsky Scaffolding in the Classroom - Udemy Blog

# data[].attributes.attachment_link.description
If you’re new to the field of teaching, it’s important to know the ways in which students learn and the ways in which their brains develop. Effective teaching involves a careful knowledge of the specific students you teach and where they are on their learning journey. Depending on what subject you teach, you should have […]