II. Step in: Dialogue

Implementing discussion structures that allow for equitable and productive meaning-making.

Questions to consider

1. What aspects of the PD design will give participants opportunities to discuss concepts and perspectives with one another?

2. In what forms will participants have discussions (e.g., in pairs, small groups, or as a whole group), and how does that align with the PD goals and outcomes?

3. How will dialogue be structured to allow each participant's voice to be heard?

4. What mechanisms are in place to ensure that the facilitator elevates participants’ voices in an equitable way?

5. How will dialogue be structured in ways that hold participants accountable for not only speaking, but also for listening?

transfer tip

Use role playing to let participants take turns facilitating group discussion on various topics.

dialogue gives way to understanding

“The heart of PD is teachers getting a space to talk to other teachers about teaching.”

– Adult Learning Researcher & Educator

Think back to learning styles— dialogue supports auditory learners.

it starts with an i & we mindset

Adapted from Zwiers, Jeff. Next Steps with Academic Conversations: New Ideas for Improving Learning Through Classroom Talk. 2019.

We learn best by building up ideas— and we try to build up each idea as much as possible.
I respect, value, and learn from others.
Conversations are powerful opportunities for me (us) to shape and own what I (we) learn.
I belong in this academic setting.

Three Tips for prompting Conversation:

Adapted from Zwiers, Jeff. Next Steps with Academic Conversations: New Ideas for Improving Learning Through Classroom Talk. 2019.

The prompt has an engaging purpose that requires building on one or more ideas in support of the objectives of the lesson and unit.
The prompt creates a need to talk by setting up a requirement for the students to share information.
The prompt contains clear expectations and directions that informs learners of what to do to have effective conversations.

Try a socratic conversation

Adapted from Zwiers, Jeff. Next Steps with Academic Conversations: New Ideas for Improving Learning Through Classroom Talk. 2019.

Socratic seminars, discussions, and circles are conversations that tap into the power of conversation for exploring, questioning, building, challenging, and negotiating ideas. Usually grounded in the use of questions, these conversations spark, foster, and extend ideas. Participants should walk away from the conversations with good questions, new ideas, and a desire to engage in further conversations about the topics.

As much as possible, try to have participants run the conversations and not depend on you to come up with the guiding questions. During a Socratic conversation, a group of participants use questions and answers to critique the consistency and logic of an idea and to clarify definitions of key terms, constructing meaning collectively.

The Socratic Seminar, asdescribed by students.

Remember! Relationships are just as important for learning as curriculum.

move away from inequitable dialogue

Zaretta Hammond: Culturally Responsible Teaching and the Brain (2014)

"Even when we use powerful strategies and structures such as Socratic seminars, we see the same students doing much of the talking. This leads to inequitable outcomes for English learners, introverted, or struggling students who don't feel confident enough to actively engage in free-flowing class discussions. Well-defined protocols can make discussions more egalitarian by providing time for everyone to get practice talking about their ideas about the content."

"For example, the typical protocol is done in "rounds" with a small group of 3–5 students. Each protocol round has three important steps that foster equitable participation. First, the process begins with 3–5 minutes of uninterrupted time for one person ("the presenter") to talk. When that person is finished, the other members of the discussion group have a set amount of time to reflect on and respond to what the presenter shared. The presenter has a final moment to respond to the advice given by his partners. Then a new presenter from the group is invited to share his or her thinking and is given the same 3–5 minutes to talk. This process continues until everyone in the group has had time to talk."

Effective & Equitable dialogue protocols:

School Reform Initiative Protocols

NSRF Protocols & Activities

pro tip

Try to give participants choices: who they talk to, what they talk about, and where they talk.

"Entering into a world of shared significance is only achieved, as far as we've seen, by engaging in conversations with colleagues. Not debates or oratories, but conversation that welcomes in the unique perspective of everyone there."

– Margaret Wheatley, "Bringing Life to Organizational Change"

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