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Conversation-driven learning that fosters critical thinking.
Dialogic teaching harnesses the power of talk to engage younr people and adults in the learning process. It is designed to stimulate thinking and develop understanding. Not all talk in learning environements is dialogic.
Key thinkers in this area:
Robin Alexander
Neil Mercer
Dialogic teaching emphasises the importance of dialogue in the learning process. It encourages open, interactive conversations between teachers and learners, fostering critical thinking and deeper understanding. By valuing learners' ideas and promoting collaborative discussions, dialogic teaching creates a dynamic learning environment where knowledge is co-constructed and explored through communication.
Teaching strategies that are linked to dialogic teaching
Socratic Questioning: Instead of giving answers, ask open-ended questions that encourage learners to think critically and explain their reasoning, prompting deeper discussion and reflection.
Group Discussions: Organise small-group discussions where learners explore a topic together, share ideas, and challenge each other's perspectives, allowing for diverse viewpoints to emerge.
Think-Pair-Share: Ask learners to think individually about a question, discuss their thoughts with a partner, and then share their ideas with the whole class to promote collaborative learning.
Role-Playing: Have learners take on different roles in a debate or scenario, encouraging them to explore different perspectives and articulate their ideas through dialogue.
Interactive Feedback: Use learners' responses as a starting point for ongoing dialogue, offering feedback that encourages further questions, exploration, and refinement of their understanding.
Read more here:
Alexander, R. J. (2017). Towards dialogic teaching : rethinking classroom talk (Fifth edition.). Dialogos.
Lehesvuori, S., Viiri, J., & Rasku-Puttonen, H. (2011). Introducing Dialogic Teaching to Science Student Teachers. Journal of Science Teacher Education, 22(8), 705–727. https://doi.org/10.1007/s10972-011-9253-0
Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education., 22(3), 222–240.
Mercer, N. (2000). Words and minds : how we use language to think together (1st ed.). Routledge. https://doi.org/10.4324/9780203464984
Wegerif, R. (2006). Dialogic education: what is it and why do we need it? Education Review., 19(2).
Questions
How does dialogic teaching help learners prepare for work or the next level of their education?
How can we create a classroom environment where learners feel safe and confident to express their ideas without fear of judgment?
In what ways can we balance teacher-led instruction with learner-led dialogue to ensure active participation from all learners?
How can we ensure that learners’ contributions are valued and built upon, rather than dismissed or ignored, during classroom discussions?
What strategies can we use to encourage learners to listen critically to each other and engage with differing viewpoints?
How can we integrate dialogic teaching into subject areas or disciplines that are traditionally more content-heavy or lecture-based?
What role does questioning play in promoting deeper thinking, and how can we refine my questioning techniques to provoke meaningful discussions?
How can we assess the effectiveness of dialogic teaching in promoting learning and critical thinking, beyond traditional exams or tests?
What challenges might we face in adopting dialogic approaches, and how can we overcome barriers such as time constraints or learner resistance to collaborative learning?
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