ED 2 - Sociocultural

psychnerd's version from 2016-05-16 15:37


Question Answer
Bruner (1975)Scaffolding - someone with greater understanding can improve the ability of someone with less ability.
Maine (2013)8 pairs of children making meanings of visual texts. Children made meaning by extending text beyond narrative. Close language analysis.
WegerifDialogic space of possibility
Fawcett and GartonCard sort task - talk/collaboration improved ability
Roseth, Johnson and JohnsonMeta analysis - children who worked collaboratively towards goals reached higher levels of academic success than those working competitively.
Hatano and IgnakiDiscussion helps children generalise what they have learnt outside the classroom.
Light et al.Differing abilities - dominate?
Barnes and ToddChildren more likely to engage in open, extended talk with their peers outside the control of their teacher.
MercerSLANT - 3 types of talk
Light and Glachan Collaborative learning successful when children know the goal is to collaborate
Barnes and ToddClassroom discussion needs to meet requirements that are more explicit than those of daily conversation.
Alexander (2000)Ground rules rarely discussed, pupils unaware what is expected of them and read group discussions differently.
Brown and PaliscarIf made explicit, increases motivation amongst children.
Alexander (2008)Dialogic teaching
SLANT ProjectTeacher stressed rules, modelled discussion, stressed rules again - dramatic increase in exploratory talk
Rojas-Drummond et al.Children learn best when guided by teachers, but taught problem solving as well as content.
Mercer, Dawes and Weigerif "Thinking Together" teaching programme - discussion, creation of rules

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