Classroom Discourse is the verbal exchanges in the classroom.
Coherence is a property of discourse in which individual elements derive their meaning from earlier or later elements.
Constructivism is a point of view that holds that what individuals learn and understand is constructed through their mental processes and social interactions.
Dialectical Constructivism is a form of constructivism that places the source of knowledge in the interactions between learners and their environments; dialectical constructivism represents a midpoint between the extremes of endogenous and exogenous constructivism.
Disciplined Discussion is a term for classroom discourse that combines the features of informal conversation and formal instruction; in disciplined discussion, students use interactive processes they have learned to reach goals they have set.
Endogenous Constructivism is a form of constructivism that portrays cognitive structures as developing out of other, earlier cognitive structures, not created directly from information provided by the environment.
Exogenous Constructivism is a form of constructivism in which knowledge formation is considered a reconstruction of structures that exist in external reality and is seen as reflecting the inherent organization of the world. See also Endogenous Constructivism and Dialectical Constructivism.
Group Participation Norms are in classroom discussions, the rules that students follow as they participate in the discussion; see also Interpretive Norms.
Guided Participation is a process of structuring children`s efforts in a social context and gradually releasing responsibility to them.
Reflection-in-Action is a conscious thought about our actions and about the thinking that accompanies our actions.
Reflection on Reflection-in-Action is what skilled teachers do to stimulate students` reflective thinking about their actions and the thought processes accompanying those actions.
Zone of Proximal Development is in Vygotsky`s theory, difference between the difficulty level of a problem a child can cope with independently and the level that can be accomplished with the help of older or more expert individuals; interactions of children and adults in the zone of proximal development are the source of children`s cognitive growth.
Discourse is a structured, coherent sequence language in which sentences are combined into higher order units, such as paragraphs, narratives, and expository texts; conversations and extended sequences of writing are examples of discourse.