Dialogue and reflection

Note: This section consists of several pages. You can either browse these using the menu bar on the left or the 'next' and 'previous' buttons on each web page, or you can print a Pdf document version by clicking the Resources box on the right.

Overview

On this website there are many activities which employ talking as a tool for learning. This is no accident and the approach is supported by important learning theory. Interaction with others in social contexts can be linked with learning at all ages. In most circumstances, we learn from others, either by talking to other people or by using written materials and resources made by others.

The Russian psychologist Vygotsky (1978) suggested that children learn from more competent others. He gave examples of children learning from adults who support their development. Bruner (1986) called this 'scaffolding' learning. Think of the example of an adult and child doing a jigsaw puzzle. The adult may suggest 'find the corner pieces; find all the straight edge pieces', working at a level just above the child's level of competence but not doing the puzzle for them. Vygotsky called this the child's Zone of Proximal Development. What the child does with help today they do independently tomorrow. Use of language is an important element in this and the idea translates well into all forms of learning, including for students and staff in university. Staff in universities can use talking with others to progress their own CPD.