Teachers with high expectations lead to high achivement, aspects of an intellectually challenging curriculum: sociocultural approach, both teacher and studetn are bein gactive in collaborative process, nature of scaffolding, higher order thinking multimodality. problematisin gknowledge
Inequality in classroom can be addressed Much of the hidden curriculum is shown that classroom pedagogy stratify learners and engage and enable learners unequally. Literary , reading skills at at the basis of learning and success at school, but is not tacitly taught. Socioeconomic situation determines exposure to lierary, reading is seen as incremental, but using scaffolding, LtoR and Rto Learn and the five steps, all leraners can by supported by the teacher (giving information instead of demanding information)
Research in UK and Mexican schools showed that children who were taught to use 'exploratory talk' i.e. following ground rules to help them share knowledge, evaluate evidence and consider options in a reasonable and equitable way, became more able to manage and express both group and individual reasoning and learning activities. The project outcome appears to validate Vygotsky's concept of the relationship between 'intermental' (social) and 'intramental' (psychological) development.
Pauline Gibbons (2008) Research to investigate what 'intellectual quality' is, and how this is reflected in classroom activity and practise, with reference to students learning through the medium of English as an L2. Based on SCLA, with emphasis on considering how pedagogy can be redefined in terms of sociocultural conceptual frameworks and analytical tools.