‘Educational relevance of Vygotskian theory’ by https://padlet.com/leahthomp/e3bn0niocf6f Workshop 5 en-us 2018-04-11 12:13:25 UTC 2023-07-01 07:17:33 UTC hello@padlet.com How teachers use scaffolding in children's learning leahthomp https://padlet.com/leahthomp/e3bn0niocf6f/wish/251887262 1. Hints
2. Range of answers for the child to choose from
3. Encourage child to use additional resources (books, visual reminders, other children)]]> 2018-04-15 14:10:45 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/251887262 Classroom Applications leahthomp https://padlet.com/leahthomp/e3bn0niocf6f/wish/251887836 Teachers should focus on what the children can achieve together, not just individually.
-Hints & prompts
-Co-operative learning
-Scaffolding
These can be used with older children by giving an example, then giving an outline, then asking the child to complete it on their own.]]> 2018-04-15 14:16:07 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/251887836 Application to Education: Collaborative learning aeszum https://padlet.com/leahthomp/e3bn0niocf6f/wish/252524493 Vygotsky supports the idea that children's participation in joint or group activities promotes greater understanding and new ways of thinking for them and those they interact with.
Students often work in groups, but not as groups; teachers should encourage group work with coordinated, joint commitment ("group sense", "feeling of shared endeavour") where students have the opportunity to:
  • express opinions
  • analyse situations in words
  • express agreement & understanding
]]> 2018-04-17 12:12:40 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/252524493 Sociocultural suggestions for Teachers aeszum https://padlet.com/leahthomp/e3bn0niocf6f/wish/252527947 1. Give critical examination of classroom dialogue higher priority in training 
  • Evaluate dominant patterns of student-teacher talk 
  • Consider effects on student participation

2. Recognise & practice teacher-student interaction strategies to help balance "authoritative " & "dialogic" forms of classroom talk
  • (e.g.  ‘open’ questions, putting knowledge into own words, elaborate and justify views, whole class discussion)
  • Develop new conversational "ground rules" in education

3. Teach students about the functions and value of talk in learning, encouraging them to apply the awareness and skills they develop across their study of the curriculum 
  • (i.e. language as a cultural and psychological tool)
  • Using skills beyond the classroom
 
]]> 2018-04-17 12:22:06 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/252527947 aeszum https://padlet.com/leahthomp/e3bn0niocf6f/wish/252929839
  • Balance of authoritative and dialogic talk; teachers often act as lecturer, disproportionately teaching with monologue; should press for elaboration and understanding in own words - helping learning, developing understanding and preparing students for independent learning and comprehension
  • Promote reasoned discussion and exploratory talk as learning tool; learning from interactions with others, can stimulate conceptual change and challenge ideas
  • Change conversational "ground rules"; potentially valuable contributions often treated as "invisible"/"disruptive" when spoken out of turn - dismissed
    • ]]>     2018-04-18 11:05:28 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/252929839     Possible teacher approaches aeszum https://padlet.com/leahthomp/e3bn0niocf6f/wish/252932000 2018-04-18 11:13:47 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/252932000 aeszum https://padlet.com/leahthomp/e3bn0niocf6f/wish/252932140 2018-04-18 11:14:22 UTC https://padlet.com/leahthomp/e3bn0niocf6f/wish/252932140