Significance and Dialogue in Learning and Teaching (original) (raw)
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A Dialogue on Dialogue and Its Place Within Education
… of knowledge through …, 2009
In this chapter we explore the role of dialogue in education. Academic papers do not only communicate through their explicit content, they also communicate through their form. By convention, for example, regardless of the number of authors, papers will express a single coherent point of view only acknowledging apparently different perspectives to dismiss them or to integrate them into the synthesis, or 'contribution to knowledge', that is usually put forward as the purpose of the paper. This chapter breaks that convention by taking the form of a dialogue. This experiment with form is important to explore, in a self-reflective way, the nature and role of dialogue. From a dialogic point of view the purpose of education is not only to impart knowledge but also, more importantly, to draw students into dialogue. Similarly this paper aims not to produce an authoritative synthesis of the state of knowledge on dialogue in a few bullet points at the end but rather to draw readers themselves into a space of dialogue in a way that communicates, through its form, some of the intrinsic motivation and significance of the process of dialogue.
The Digest edition 2009/2 : Talking to learn: dialogue in the classroom
This Digest is focused on research studies about using classroom talk for improving learning, and particularly on the use of teaching methods incorporating classroom dialogue. A selection of websites is listed and a full reference list provided. Links to those references for which full-text online access is freely available are also included. Classrooms are full of talk: some commentators have even suggested that schools are ‘saturated’ with it. There are different types of classroom talk for a range of different purposes. An international research study conducted in primary classrooms in five countries (the ‘Five Nations Study’) has demonstrated the powerful learning effects of skilfully used ‘dialogic teaching’. This approach has been defined as classroom teaching where teachers and children both make substantial and significant contributions through which children’s thinking on particular ideas and or themes is moved forward (Mercer & Littleton, 2007). Another description of dial...
Thinking About Classroom Dialogue: Introduction and Theoretical Background
Understanding Teaching-Learning Practice, 2020
This chapter is an introduction to this book. First, we reveal our motivation for writing it-to contribute to understanding how teachers can improve classroom dialogue and thereby boost student learning. Second, we present the organization of the book and the content of individual chapters. Third, we define dialogic teaching. Fourth, we outline the essential concepts and theoretical inspirations that were the basis for this study.
Faculty of Education Working Paper Series, 2018
This Working Paper showcases the work of the Cambridge Educational Dialogue Research (CEDiR) group. We do this by presenting the paper in its dialogue form, in order to illustrate the very processes that we research. In all, this work was authored by a group of 22 staff and doctoral students. It is intended to be read and used by anybody with an interest in the role of dialogue in education. This may include teachers, school leaders, researchers and others beyond academia. We have tried to write it in an accessible style and the structure is flexible. As a whole, the paper is quite long. The idea is that readers can ‘dip in’ and return to the sections they find interesting in any order. See the contents page for the location of the verbatim extracts of dialogue as well as the methodology, analysis and critical discussion.
Dialogue as a Principle of Education
IntechOpen eBooks, 2023
In the educational environment, dialogue should be understood as an inseparable tool in an individual's contact with the academic environment. The dialogue will be used in an educational environment where we are thinking about-the functional development and growth of an individual, where the goal is not just to pass framed levels. The dialogue in both the educational and the life environment encounters a strict mechanism-programs and services based on evidence. The dialogue opens the space for a common third, through which it is possible to provide an original, truly personalised service. The very uniqueness of the human being is a symbol that represents value for the paradigm of inclusion and with which it works. Dialogue and inclusion are intertwined and connected in educational ideas. At the same time the dialogue provides a solution to the issue of introducing inclusion.
Journal of The Learning Sciences, 2006
There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the dialogic coconstruction of meaning about topics that are of significance to them. This article reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such dialogue by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made early and late in the teachers' involvement in the project showed a number of significant changes in the characteristics of teacher-whole-class discourse, with a shift toward a more dialogic mode of interaction. Nevertheless, the initiation-response-follow-up (IRF) genre continued to be pervasive. Despite this, when the same observations were examined qualitatively, there was clear evidence of an increase over time in the teachers' adoption of a "dialogic stance." The article concludes with a consideration of the relationship between the choice of discourse formats and the enactment of a dialogic stance.
It Is Not What Is Said, But Who Says It: Implications for Classroom Dialogic Education
ATHENS JOURNAL OF EDUCATION, 2016
The principle of dialogue is the innovative teaching and learning practices with a transformative agenda. This paper argues that through dialogue lecturers can stimulate students to think and argue for themselves, rather than defer to tradition and authority. However, the context that is conducive for dialogic education, especially in a country such as South Africa that needs to come to grips with the presence of people who differ by ethnicity, class, gender, age and religion, is not known. The paper aims to share the teaching experience emanating from a lecture hall engaging in difficult topics to talk about, followed by reflection on its implication for transformative educational agenda. Emerging from the analysis of the case study is the competing dichotomy of "us" and "them". I therefore argue for a nuanced context specific process facilitation model to help participants rise above the default codes of "us" versus 'them' and look at issues in broad social contexts, irrespective of who is talking.
Better than Best Practice: Developing teaching and learning through dialogue
2013
Better than Best Practice offers a new way of thinking about classroom practice, professional development, and improving teaching and learning. This companion book and website together offer a selection of rich and realistic video-based case studies, context and narrative, step-by-step guidance through key issues, and commentary and debate from a range of expert contributors. Carefully chosen video clips from primary school literacy lessons show real teachers in a variety of often knotty situations: classroom conversations that take unexpected turns; grappling with assessment; managing disagreements, to name a few. The book explores the educational potential of classroom talk and, in particular, the promise and problems of dialogic pedagogy. With an emphasis on the complexity and 'messiness' of teaching, Better than Best Practice considers how to learn from observing and discussing practice in order to develop professional judgment. It offers practical advice on how to organise and facilitate video-based professional development in which teachers share their practice with colleagues in order to learn from one another's challenges, problems, dilemmas and breakthroughs. This exciting new resource argues that critical discussions of practice, which highlight dilemmas instead of prescribing solutions, help to develop and support thoughtful, flexible, and insightful practitioners: an approach that is better than best practice.