EDST2003 Lecture 3: 03 3
• Importance of intellectually challenging classrooms + high levels of literacy and language support
& the criteria for describing intellectually challenging work
o Aidiidual’sitelletualadliguistideelopetisaprodutoftheir eduatio, it is ot a
prerequisite for it to occur.
o Boththetransmissionandprogressivemodelsofteachingtreatlearningasan individual activity and
consider the learner as independent of others and self- contained
o BUTtohelplearnersengageinlearning,theVygotskianmodelofteachingand learning is seen to be
one of the leading methodologies.
• ▪ The Vygotskian model = learning is treated as a collaborative process occurring within
any particular sociocultural setting.
• ▪ This approach recognises that with more assistance, learners can reach farther than if
uaided ad attepts to ridge the gap etee hat people a do aloe ad hat they
can do with aid, and therefore reach the Zone of Proximal Development (ZPD).
• Pedagogical approach incorporating high challenge and high support
o TheVygotskianapproachtoteachingandlearningisalsonamedthescaffolding
method. It is about teacher support and teaching for autonomy of students. This is characterised by:
• ▪ Temporary help that assists learners in moving toward new concepts, levels of
understanding and new language
• ▪ Enables a learner to know how to do something (not just what to do), so that they will
be better able to conduct similar tasks more independently in the future
• ▪ It is future-oriented i.e. what a learner can do with support today, they can do alone
later
• o Vygotskyalsorecognisesthattheintellectualconversationsandgoal-oriented activities we
engage in in a classroom setting also greatly impact student development and is key to the
learning process.
• ▪ He argues that these conversations are internalised by student and become personalised
resources for thinking. Therefore, the higher the intellectual quality of this dialogue, the
higher the quality of thinking developed by students.
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