5 The teacher’s role
The teacher as mediator
In guided learning the teaching is active and interactive. If guided learning is to
work well then the intervention of the teacher to bring about effective learning is
crucial. Such intervention to bring about a result in learning has been called
‘mediation’ (Vygotsky). The idea of mediation, or intervening, is a very important
component of the teacher’s role in fostering learning in general and guided learning
in particular.
The teacher can be seen to be mediating at three important points:
- typically when the session is introduced, the teacher does a number of
important things which help pupils make sense of the forthcoming activity –
stimulating, activating knowledge, focusing, establishing relevance or purpose
(connecting), instructing, scaffolding;
- during the activity as pupils are working: supporting, intervening, guiding;
- after the activity, where the full meaning/significance of the activity can be
explored: articulating, making meaning, connecting, exploring, drawing
analogies, generalising.
The diagram below illustrates the notion in relation to the five parts of the guided
sequence.
Mediation
Mediation Mediation Mediation
Focus/Check Independent work/Rework Review
stimulating observing, challenging articulating
focusing supporting making meaning
connecting intervening exploring
instructing guiding connecting
activating knowledge generalising
13 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 9: Guided learning
© Crown copyright 2004
DfES 0432-2004
Task 6
Reflecting on the role 10 minutes
Considering the examples of guided learning you have watched so far, how
would you describe the teacher’s role in guided learning?
How does the teacher have a positive impact on learning?
