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How readily can we evaluate the effectiveness of the application of Vygotskian theory to education?

-Practical applications of the theory are hard due to basic classroom rules prevent the promotion of talkative learning, teachers worry that people put in groups talking will not focus on the work
-Group learning is widely used in schools and produces effective learning, because the students are able to learn new ideas from others that they may not have thought of
- Group work can have its drawbacks, for example conflicts, being put in a group with people you don't like will hinder learning, however conflict could also be useful for students to learn how to overcome conflict

How might educational functions of classroom talk be developed?
1. Make discussion and classroom dialogue higher priority in teacher training.
2. Help teachers recognise and practise strategies for interacting with students in a way that finds balance between authority and discussion.
3. Teach students themselves about importance of discussion and talking whilst learning.
- On a more practical not within the classroom, use more open questions, debate, encourage students to elaborate in their own words, give students plenty of time to answer constructively, avoid closed questions.

"When an administrator walks into a teacher’s classroom using Vygotsky’s theory to guide his or her instruction, he or she should see students engaged in scaffolding, small groups, cooperative learning, group problem-solving, cross- age tutoring, assisted learning, and/ or alternative assessment. (Blake & Pope, 2008)

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Examples where Vygotskian theory has been applied in your experiences of schooling/university learning?
-Academic sets
-Group learning

How has Vygotsky's theory been applied to education?
- collaboration and discussion in groups has proven most effective when the teacher is not ovewatching students (Barnes and Todd 1997).

Why is the 'dialogic process' of teaching and learning important?
-Can see other people's views and opinions and learn from others
-Helps to develop critical thinking and debating/discussion skills
-Improves comprehension of area of study
-Can remember and understand concepts better if you talk/explain it to someone else

How readily can we evaluate the effectiveness of the application of Vygotskian theory to education?
-Basic classroom rules prevent the promotion of talkative learning, teachers worry that people put in groups talking will not focus on the work
-Group learning is widely used and schools and produces effective learning
- Group work can have its drawbacks, for example conflicts, being put in a group with people you don't like will hinder learning, however conflict could also be useful for students to learn how to overcome conflict

How might educational functions of classroom talk be developed?
1. Make discussion and classroom dialogue higher priority in teacher training.
2. Help teachers recognise and practise strategies for interacting with students in a way that finds balance between authority and discussion.
3. Teach students themselves about importance of discussion and talking whilst learning.
- On a more practical not within the classroom, use more open questions, debate, encourage students to elaborate in their own words, give students plenty of time to answer constructively, avoid closed questions.

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Overcoming Practical Implications on Teaching 

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Overcoming Practical Implications on Teaching 

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(from Mercer and Howe)
1. Make discussion and classroom dialogue higher priority in teacher training.
2. Help teachers recognise and practise strategies for interacting with students in a way that finds balance between authority and discussion.
3. Teach students themselves about importance of discussion and talking whilst learning.
- On a more practical not within the classroom, use more open questions, debate, encourage students to elaborate in their own words, give students plenty of time to answer constructively, avoid closed questions.

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- Often impractical; for example collaboration and discussion in groups has proven most effective when the teacher is not ovewatching students (Barnes and Todd 1997).
- Many basic classroom rules prevent the promotion of talkative learning (e.g. listen when teacher is taking, do not share answers with others).

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- Expanded on Vygotsky in relevance to education.
- Language in the classroom is essential as a cultural tool (to share knowledge with others), a Psychological tool (to process individual thought), and for Intermental (social/interactional) and Intramental (individual/cognitive) thinking.
- Teachers asking closed yes/no questions to check children understanding does not aid development (Wolf, Crosson and Resnick 2006).
- INSTEAD, teachers elaborating, encouraging discussion and debate surrounding topics does promote learning and comprehension (Kyriacau and Isis 2008).
- Highlighted difference between cooperation and collaboration (or the difference between 'sitting together' and 'working together'.) Collaboraton should be encouraged, as collaborative reasoning and explanatory talk (following on from others' half-formed thoughts) aid learning (Barnes and Todd).

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https://www.tandfonline.com/doi/abs/10.1080/01626620.1996.10462828

(SICI)1098-237X(199909)83:5<621::AID-SCE7>3.0.CO;2-T. (Paper looking at the impact of Vygotskian Theory when teaching children science).

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X Their view of children's innate capabilities:
Piaget: Child as a scientist
Info Processing: child as computational system
Core Knowledge: The child is a well-equipped product of evolution

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+ They all depict children as active learners, who strive to solve problems and organise their understanding into coherent wholes.

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Two key characteristics:
1. Understanding of other people's goals and intentions.
2.Reflected in deception studies is the assumption that children actually reason in ways that are much more advanced than Piaget suggested.

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- How aspects of the child function as an integrated whole to produce behaviour.