An intentional class design model to engage first year students with threshold concepts using the academic discourse theories of Vygotsky and Laurillard
McCulloch, Rosalind & Field, Rachael (2014) An intentional class design model to engage first year students with threshold concepts using the academic discourse theories of Vygotsky and Laurillard. In Creagh, Tracey (Ed.) 17 International First year in Higher Education Conference Proceedings, IFYHE Conference, Darwin, Australia.
In the context of the first-year university classroom, this paper develops Vygotsky’s claim that ‘the relations between the higher mental functions were at one time real relations between people’. By taking the main horizontal and hierarchical levels of classroom discourse and dialogue (student-student, student-teacher, teacher-teacher) and marrying these with the possibilities opened up by Laurillard’s conversational framework, we argue that the learning challenge of a ‘troublesome’ threshold concept might be met by a carefully designed sequence of teaching events and experiences for first year students, and we provide a number of strategies that exploit each level of these ‘hierarchies of discourse’. We suggest that an analytical approach to classroom design that embodies these levels of discourse in sequenced dialogic methods could be used by teachers as a strategy to interrogate and adjust teaching-in-practice especially in the first year of university study.
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|Item Type:||Conference Paper|
|Keywords:||effective learning and teaching, curriculum design, Conversational framework, Threshold concepts, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School
Current > QUT Faculties and Divisions > Chancellery
Current > QUT Faculties and Divisions > Faculty of Law
Current > Schools > School of Law
|Copyright Owner:||Copyright 2014 The Authors|
|Deposited On:||24 Aug 2014 22:29|
|Last Modified:||27 Feb 2015 05:12|
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