2. What we Know: the theory Learning settings - complex, volatile environments of dynamic change Potential for change is dependant on certain factors being present Revisiting Vygotsky (1961, 1978) and the zone of proximal development, stressing dialogue and co-construction of knowledge
3. What we Know: the Theory Enculturation in classrooms (Bourdieu,1977,1984; Lave and Wenger,1991) Power relations in classrooms (Foucault,1985; Aronowitz and Giroux,1985) The prime importance of other as a dynamic for change (Wenger,1998; Marková, 2004)) The unsettling issue of identity and the impact on it by the social settings of classrooms (Gallacher, 2002,2006; Holland, 1998, 2001)
4. What we Know: the Theory Power of dialogue – dialogue as embodiment of self, dialogue as voices of the mind (Mercer, 2002; Alexander, 2004) Importance of emotion, instinct, sensing and non-verbal communication (Heron, 1996; Heron &Reason, 1997).
5. Conclusions from the Theory Engaging classrooms: give space for the self provide flexibility for growth promote collaborative learning and knowledge construction
6.
7. Learners at UWS Their journey Learning literature Reflection on past experiences Reflection on what motivated them to learn Undertook action research looking at the impact of class groupings, dialogue, knowledge transmission and knowledge-making as learning strategies Looked very closely at the impact learners can have on learning strategies and the learning setting
8. Introducing the Presentations Group 1: Aileen Ellis, Janice McVey, AbduljafarAhmadu, OkitikpiOghenerukevwe Group 2: MariebethKosky, Lisa Milner-Smith, OlatubosunOdukomaiya, Chris Moore Group 3: Geraldine Clark, John Canning, Claire Lumsden
