Kristiina Kumpulainen's Classroom Interactions and Social Learning: From Theory to PDF

By Kristiina Kumpulainen

ISBN-10: 0203451562

ISBN-13: 9780203451564

ISBN-10: 0415230780

ISBN-13: 9780415230780

ISBN-10: 0415230799

ISBN-13: 9780415230797

Today's classroom offers a wealth of possibilities for social interplay among scholars, resulting in elevated curiosity in lecturers and researchers into the social nature of learning.
While school room interplay could be a important instrument for studying, it doesn't inevitably bring about worthy studying studies. via case reviews, this ebook highlights using new analytical methodologies for learning the content material and styles of kid's interactions and the way those give a contribution to their building of knowledge.
Classroom interplay and Social Learning could be of curiosity to scholars and in carrier lecturers and researchers eager about lecture room discourse and studying.

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Extra info for Classroom Interactions and Social Learning: From Theory to Practice

Example text

This means that the study of interaction needs to use a range of methods and time scales. Interaction analyses need to approach interaction from the individual's perspective, by taking account of personal perceptions of the situations in which the individual is engaged, individual goals and previous experience, as well as from the social perspective, by acknowledging the ecology of particular forms of interaction and the sociohistorical background to learning situations. This includes acknowledging both the meanings and forms of interaction.

These purposes re¯ect both the intentions of the communication and the social and cognitive processes underlying the formation and exchange of meanings in the communicative context. In putting into operation their curriculum, teachers choose from a variety of teaching methods, each of which is founded upon particular sets of rules according to which classroom communication and interaction take place. In teacher-centred classes, that is, classes in which the children work as a single unit under the direct instruction of the teacher, the teacher tends to act like a transmitter, transmitting knowledge `from those who know to those who do not' (Edwards and 46 Two classroom organisational systems Furlong, 1978: 28).

Heuristic Children used the Heuristic function to express having found out something. This might relate to the current situation or to children's own thoughts and ideas. g. Pupil: Pupil: Look at the way it's hanging! I found that the two magnets stuck together. Experiential This function of oral language was used for expressing personal experiences. g. Pupil Pupil: My uncle used to go ®shing as well. So did my Dad.

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Classroom Interactions and Social Learning: From Theory to Practice by Kristiina Kumpulainen


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