Why practising Vygotsky is more than the ZPD

Faragher, Lynette (2012) Why practising Vygotsky is more than the ZPD. In: Key Thinkers, Key Theories (AALL 2012): The Contribution of Theory to Academic Language and Learning Practice , 22-23 Nov 2012, Lilydale, Australia.

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Abstract

This poster will demonstrate the range and variety of ways in which Vygotskyan thinking and teaching can influence the practice of teachers and learning advisers. The theory of the Zone of Proximal Development is one of the features impacting on the management of one on one consultations and peer to peer support between staff members as well as between student mentors. The theory around The Word and its network of meanings and resonances leads to the practice of Buzan-style Mind Mapping and thence into the respect that must be paid to the autonomy of individual's intellectual development and workings.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Poster)
Refereed: No
Item Status: Live Archive
Additional Information: This poster should be 'read' in conjunction with the 'script' also uploaded...
Faculty / Department / School: Historic - Learning and Teaching Support Unit
Date Deposited: 23 May 2013 01:42
Last Modified: 15 Sep 2017 03:41
Uncontrolled Keywords: Vygotsky; zone of proximal development; inner speech; empowerment; autonomy; mind mapping; metaphors; self-regulation; potential
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
20 Language, Communication and Culture > 2001 Communication and Media Studies > 200105 Organisational, Interpersonal and Intercultural Communication
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/22541

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