Dialogic teaching
current understanding of dialogic teaching
- students are talking and listening - to each other, to teacher.
- the teacher is not the font of all knowledge.
- there will be a shift in power balance away from teacher, with students feeling more empowered.
- there are talking structures like think pair share that will support this
- there are prompts teachers can use - 'talk moves'
- IRE has a place in classrooms, but I know I overuse it, and effective dialogic practice will mean less IRE
- Needs to be planned for in lessons - i.e. carefully crafted questions.
IRE place - e.g. revision. Need more in our toolkits. students not responsible to listen to each other - feed through teacher.
Reading - Talk Science Primer, Sarah Michaels and Cathy O'Connor, TERC 2012
What is productive talk? - videos
Creating a culture of talk: think about layout of class, power of being in a circle to talk.
Talk rules. Developed our own 'rules' for our school - to be in all classes. Will have annotated version for teachers.
Explicit teaching around talk rules.
How do we include everybody? videos
How do we have science talk that is equitable?
Talk formats - architecture/structure of lesson
Goal 1
Students share, expand and clarify their thinking.
talk moves to support this:
time to think - wait time, single biggest thing we can do. (i.e. force yourself to take a break, drink water...). Take your time, we'll wait. after a question, before calling on a student. after you've called on a student but student is having difficulty forming thoughts. after a student speaks before you respond - increases student to student talk and elaboration - also helps teachers stop E (from IRE).
Partner talk - allows kids to rehearse. esp for ELL. 1. Use strategically and plan for this 2. use spontaneously if interesting thing comes up.
Stop and Jot -
Say more - teacher gets a second chance to listen carefully as do rest of students. 'can you say a little more about that?'
So, are you saying...? verifying or clarifying by re-voicing. not just repeating, ask student to verify. shows students you are authentically interested. juxtapose different student ideas. helps rebroadcast and credits original idea.
Goal 2
Help students listen carefully to each other
Who can rephrase or repeat? allows practise and low stakes. return to first student - is that what you were trying to say? allows them to elaborate further. gives thinking time. original student can be asked to say it again if person can't rephrase. NOT classroom management tool.
Goal 3
Help students deepen their reasoning
asking for evidence or reasoning - 'why do you think that?' 'how did you figure that out?' press for evidence, data or reasoning.
challenge or counter example: doesn't it always work that way? that's a good question, what do you think? devils advocate. help them dig deeper and complexify their thinking.
Goal 4
Help students think with others
agree/disagree - why? must be prompted to explain. I respectfully challenge her.
add on? increases participation and motivation.
explain what someone else means? - 'what do you think xyz means when she says..' who can explain what Aisha means..
Classroom observation tool - co-constructed.
time to think - wait time, single biggest thing we can do. (i.e. force yourself to take a break, drink water...). Take your time, we'll wait. after a question, before calling on a student. after you've called on a student but student is having difficulty forming thoughts. after a student speaks before you respond - increases student to student talk and elaboration - also helps teachers stop E (from IRE).
Partner talk - allows kids to rehearse. esp for ELL. 1. Use strategically and plan for this 2. use spontaneously if interesting thing comes up.
Stop and Jot -
Say more - teacher gets a second chance to listen carefully as do rest of students. 'can you say a little more about that?'
So, are you saying...? verifying or clarifying by re-voicing. not just repeating, ask student to verify. shows students you are authentically interested. juxtapose different student ideas. helps rebroadcast and credits original idea.
Goal 2
Help students listen carefully to each other
Who can rephrase or repeat? allows practise and low stakes. return to first student - is that what you were trying to say? allows them to elaborate further. gives thinking time. original student can be asked to say it again if person can't rephrase. NOT classroom management tool.
Goal 3
Help students deepen their reasoning
asking for evidence or reasoning - 'why do you think that?' 'how did you figure that out?' press for evidence, data or reasoning.
challenge or counter example: doesn't it always work that way? that's a good question, what do you think? devils advocate. help them dig deeper and complexify their thinking.
Goal 4
Help students think with others
agree/disagree - why? must be prompted to explain. I respectfully challenge her.
add on? increases participation and motivation.
explain what someone else means? - 'what do you think xyz means when she says..' who can explain what Aisha means..
Classroom observation tool - co-constructed.
Science planning - to incorporate science focus as well as dialogic focus.
End of day thoughts - we all understand the importance and value of dialogic pedagogy. It's going to be hard to change some of our teaching habits. teaching and reinforcing our 'Talanoa expectations' will be key. Careful planning to include our dialogic focus and prompts.
End of day thoughts - we all understand the importance and value of dialogic pedagogy. It's going to be hard to change some of our teaching habits. teaching and reinforcing our 'Talanoa expectations' will be key. Careful planning to include our dialogic focus and prompts.
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