Piaget, Vygotsky and Beyond by Leslie Smith

By Leslie Smith

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Extra resources for Piaget, Vygotsky and Beyond

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Description Here the teacher is training the class in the behaviours which will enable pupils to use class discussion profitably Cognitive Conflict Here the conflict is induced deliberately by the teacher Further training behaviour in class Second Construction phase Cognitive Conflict induced implicitly by teacher Description Whole class discussion (Vygotskian aspect) First step to promoting opportunity for pupils to learn from each other Metacognition 43 44 MICHAEL SHAYER Teacher Two boys again being silly because unused to this kind of expected class behaviour.

An essential phase of each CASE lesson is the period of whole-class discussion which follows group work on task, and it is not essential for this to work that all groups have completed all aspects of the experiment and questions on the worksheet. Managing this phase of the activity requires the teacher to be very aware of the working of the CZA described above. By questioning and chairing the discussion he has to ensure that every interesting insight, or difficulty encountered, in each of the working groups is now made available for all the pupils in the class, in their own language.

G. Sir John Cass school, is of the same order as that for Ecclesbourne. In Table 4 these data are reported quantitatively. Because percentages are not a linear variable, the analysis is done in terms of logits in order to compare effects (Tukey, 1977, pp. 501–9). This enables the data to be averaged, and then compared by computing the equivalent gain to be expected, over the national figures published by the DfEE. It can be seen that the magnitude of the effect (approximately a doubling of PIAGET AND VYGOTSKY: A NECESSARY MARRIAGE 35 the proportion of Level 6 or above) is of the same order as that obtained from psychological post-tests reported above from 1993.

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