Download or read book Getting Dialogic Teaching into Classrooms written by Klára Šeďová and published by Springer Nature. This book was released on 2020-10-19 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts. The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.
Download or read book Towards Dialogic Teaching written by R. J. Alexander and published by . This book was released on 2006-01-01 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: With dialogue and dialogic teaching as upcoming buzz-words, we face a familiar mix of danger and opportunity. The opportunity is to transform classroom talk, increase pupil engagement, and lift literacy standards from their current plateau. The danger is that a powerful idea will be jargonised before it is even understood, let alone implemented, and that practice claiming to be dialogic will be little more than re-branded chalk and talk or ill-focused discussion. Dialogic teaching is about more than applying tips such as less hands-up bidding. It demands changes - in the handling of classroom space and time; in the balance of talk, reading and writing; in the relationship between speaker and listener; and in the content and dynamics of talk itself.
Download or read book Dialogic Pedagogy written by David Skidmore and published by Multilingual Matters. This book was released on 2016-08-18 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher–student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.
Download or read book A Dialogic Teaching Companion written by Robin Alexander and published by Routledge. This book was released on 2020-03-04 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on Robin Alexander’s landmark Towards Dialogic Teaching, this book shows how and why the dialogic approach has a positive impact on student engagement and learning. It sets out the evidence, examines the underpinning ideas and issues, and offers guidance and resources for the planning, implementation and review of effective dialogic teaching in a wide range of educational settings. Dialogic teaching harnesses the power of talk to engage students’ interest, stimulate their thinking, advance their understanding, expand their ideas and build and evaluate argument, empowering them for lifelong learning and for social and democratic engagement. Drawing on extensive published research as well as the high-profile, 5000-student trial and independent evaluation of Alexander’s distinctive approach to dialogic teaching in action, this book: Presents the case for treating talk as not merely incidental to teaching and learning but as an essential tool of education whose exploitation and development require understanding and skill; Explores questions of definition and conceptualisation in the realms of dialogue, argumentation and dialogic teaching, revealing the similarities and differences between the main approaches; Discusses evidence that has enriched the debate about classroom talk in relation to oracy, argumentation, student voice and philosophy for children as well as dialogic teaching itself; Identifies what it is about dialogic teaching that makes a difference to students’ thinking, learning and understanding; Presents the author’s rationale and framework for dialogic teaching, now completely revised and much expanded; Proposes a professional development strategy for making dialogic teaching happen which, like the framework, has been successfully trialled in schools; Lists resources from others working in the field to support further study and development; Includes an extensive bibliography. Robin Alexander’s A Dialogic Teaching Companion, like its popular predecessor Towards Dialogic Teaching, aims to support the work of all those who are interested in the quality of teaching and learning, but especially trainee and serving teachers, teacher educators, school leaders and researchers.
Download or read book Interplays Between Dialogical Learning and Dialogical Self written by M. Beatrice Ligorio and published by IAP. This book was released on 2013-04-01 with total page 511 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a main issue in all countries. Policy makers, educators, families, students and, in a more general way, societies expect schools to provide a high quality education. They also expect students to be able to achieve and to become active and critical citizens. As senior researchers in education, we address some of the most complex and demanding research questions: How does learning affect identity? How does participation to educational settings, scenarios and situations impact the way we are or became? Can changes in how we perceive our Selves be considered as part of the learning process? This book attempts to outline some answers to such broad questions using a very robust and updated theoretical frame: the dialogical approach. In these chapters very well-known international authors from different continents and countries analyze school and educational situations through new lens: by considering the teaching and learning processes as multi-voiced and socially complex and considering identity development as a true leverage for development. The focus on the dialogical nature of both learning and identities makes this book interesting not only for educators and educational researchers but also for anyone interested in human sciences, policy makers, students and their families. We also aimed at producing a book that can be useful for different cultures and educational systems. Thus, in this book there are researches and comments from different cultural perspectives, making it appealing for a very large target-public.
Download or read book Towards Dialogic Teaching written by Robin Alexander and published by . This book was released on 2008 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Writing in the Dialogical Classroom written by Bob Fecho and published by Principles in Practice. This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; Involves thought, reflection, and engagement across time and space; and creates opportunities for substantive and ongoing meaning making. How can we, as teachers, carve out space in our literacy classrooms for a more dialogical approach to writing? Focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter, and he creates an ongoing conversation between classroom practice, theory, and research to show how each informs the others. Drawing on NCTE Beliefs about the Teaching of Writing, this book illustrates the empowerment that can result from dialogical writing even as it examines the complications of implementing this approach in the classroom. In this book, you will discover how to fashion a dialogical writing program that meets your and your students' needs. Fecho helps you get there by providing a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. You'll see how these teachers enact practice in different contexts, and you'll hear them explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. The dialogical classroom: often messy, complex, thoughtful, and inspired, but most of all, full of potential.
Download or read book Sharing Words written by Ramón Flecha and published by Rowman & Littlefield. This book was released on 2000 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author provides an example of the theory and practice of dialogic learning. By mixing educational and social theory with literature, life narratives, and personal accounts, he creatively narrates the practice of dialogic learning in a seemingly utopian reality: a literary circle in which low-literacy adults enjoy reading books by authors like Kafka, Dostoyevsky and Garcia Lorca. the book highlights both theory and practice; it is both expository and narrative; and it refers as much to educational and social science works as to classical literature.
Download or read book Dialogic Education and Technology written by Rupert Wegerif and published by Springer Science & Business Media. This book was released on 2007-11-07 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses about using technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. This book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues.
Download or read book Dialogic Education written by Neil Phillipson and published by Taylor & Francis. This book was released on 2016-12-01 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.
Download or read book Inspiring Dialogue written by Mary M. Juzwik and published by Teachers College Press. This book was released on 2015-04-26 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material. “Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.” —Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline “Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.” —From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison “One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.” —Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.
Download or read book Talk for Teaching written by Paul Garvey and published by . This book was released on 2017 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Paul Garvey uses his experience as a teacher, inspector and a National Strategies consultant to advise educators and schools on how his Talk For Teaching method can help them take control of their Professional Development - without it increasing costs or taking up valuable lesson time.
Download or read book The Routledge International Handbook of Research on Dialogic Education written by Neil Mercer and published by Routledge. This book was released on 2019-09-26 with total page 660 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.
Download or read book Dialogic Readers written by Fiona Maine and published by Routledge. This book was released on 2015-03-24 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dialogic Readers: Children talking and thinking together about visual texts celebrates the sophisticated and dynamic discussions that primary-aged children can have as they talk together to make meaning from a variety of texts, and it highlights the potential for talk between readers as a tool for critical and creative thinking. It proposes a new dialogic theory of reading comprehension that incorporates multi-modal media and adds further weight to the argument that talk as a tool for learning should form a central part of primary classroom learning and teaching. The book explores: • the language of co-construction • children’s critical and creative responses to text • the dialogic transaction between text and readers • the use of language as a tool for creating a social cohesion between readers. This significant work is aimed at educational lecturers, researchers and students who want to explore an expanded notion of reading comprehension in the twenty-first century, realizing how opportunities for children thinking creatively together might transform the potential for learning in the classroom. It provides a framework for analyzing co-constructive talk with suggestions for promoting children’s critical and creative thinking.
Download or read book Towards Dialogic Teaching written by Robin J. Alexander and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication presents the case for dialogic teaching not as another transient educational fad, but as the necessary outcome of decades of research on language, thinking, learning and teaching, by scholars working in diverse disciplines and cultures. The publication then sets out the principles on which dialogic teaching is based, identifies specific classroom indicators to guide the development and evaluation of professional practice, resports interim findings from classroom-based development projects, and offers suggestions for further reading and support
Download or read book The Dialogic Classroom written by National Council of Teachers of English and published by . This book was released on 1998 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 12 essays collected in this book suggest both practical and theoretical approaches to teaching through networked technologies. Moving beyond technology for its own sake, the book articulates a pedagogy which makes its own productive uses of emergent technologies, both inside and outside the classroom. The book models for students one possible way for teaching and learning the unknown: a dialogic strategy for teaching and learning that can be applied not only to technology-rich problems, but to a range of social issues. This approach, based on the work of Mikhail Bakhtin, understands language itself as a field of creative choices, conflicts, and struggles. After a foreword by Gail E. Hawisher and Cynthia L. Selfe, essays in the book are: (1) "Introduction" (Jeffrey R. Galin and Joan Latchaw); (2) "What Is Seen Depends on How Everybody Is Doing Everything: Using Hypertext To Teach Gertrude Stein's 'Tender Buttons'" (Dene Grigar); (3) "Voices That Let Us Hear: The Tale of the Borges Quest" (Jeffrey R. Galin and Joan Latchaw); (4) "How Much Web Would a Web Course Weave if a Web Course Would Weave Webs?" (Bruce Dobler and Harry Bloomberg); (5) "Don't Lower the River, Raise the Bridge: Preserving Standards by Improving Students' Performances" (Susanmarie Harrington and William Condon); (6) "The Seven Cs of Interactive Design" (Joan Huntley and Joan Latchaw); (7) "Computer-Mediated Communication: Making Nets Work for Writing Instruction" (Fred Kemp); (8) "Writing in the Matrix: Students Tapping the Living Database on the Computer Network" (Michael Day); (9)"Conferencing in the Contact Zone" (Theresa Henley Doerfler and Robert Davis); (10) "Rhetorical Paths and Cyber-Fields: ENFI, Hypertext, and Bakhtin" (Trent Batson); (11) "Four Designs for Electronic Writing Projects" (Tharon W. Howard); and (12) "The Future of Dialogical Teaching: Overcoming the Challenges" (Dawn Rodrigues). A 76-item glossary is attached. (RS)
Download or read book Classroom Talk written by Rupert Knight and published by Critical Publishing. This book was released on 2020-01-10 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context. This book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field. It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles.
