INCLUSION, COLLABORATION AND COMMUNITY
In Chapter 4 the aim was to explore the special role that the tutor adopts as facilitator, scaffold or mediator. In analysing tutor-student dialogues, a number of cognitive and affective regulation skills which teachers scaffold through their orchestration of activities were identified. These include community-building, activity management and argumentation or inquiry roles. By raising awareness of these skills, students are able to increase the quality of their discussion over time.