Dialogic Strategies

I like how you mentioned “meta-lessons” because time is very little and by having meta-lessons it allows teachers ways to add another lesson. I agree with you time is something that concerns me too. When reading I too was very interesting in the assessing Dialogic talk. I know assessing and grading Dialogic talk can be tricky and I am glad the book went over that. Also, I like

I am looking forward to reading the article you shared by Annie Murphy. I think it’s great when educators share strategies that are effective and help support students learning. I plan to implement many of the strategies that you shared from Murphy in your initial post. For instance, one of them was to start with a question instead of the answer. True open-ended question genuinely invite authentic reflection and discussion (CEA, 2016, para. 20). As we ask open-ended questions this is a way to elicit discussion, brainstorm solutions to a problem, or create new opportunities. Also, the quality of student response will increase if, they know the teacher is seriously interested in their input, plans to discuss the results with them, and is willing

Petersen (2015) in the second part of this book developed the Talker-Listener Card (abbreviated as TLC) in an effort to get people to remember to take turns talking and listening in his workshops. Petersen (2015) said "this handy little tool, the Talker-Listener Card, has helped many people significantly improve their communication, their relationships, and the cooperation of their work groups." His method can assist with stopping persons from arguing to shifting their focus to the other persons point slowly. It gives the talker, who has the problem, and the talkers’ objective would be to articulate or convey their thoughts and feelings in such a way that it does not accuse, attack, label, or judge the listener (Petersen, 2015). Also in this process the listener should remember to be or remain calm because they're not the one with the problem. One of the primary jobs of the listener is to understand while resolving an issue without disagreeing, agreeing, giving unsolicited advice or being

The very nature of the Socratic Method makes for long and winding discussions, because the Method aims to strip away any falsehoods but provides few tools for building towards the truths for which it aims. Without a way to cull the ideas presented by the students, a professor must engage each of them as comprehensively as the next regardless of their accuracy, or else compromise the integrity of the dialogue. If he or she instead opts to inseminate information in a more traditional education style, each lecture and discussion can be tailored to divulge a specific concept and a specific and relevant set of arguments and objections can be presented and rejected, rather than struggling through a freeform conversation with inconsistent results varying from classroom to classroom (Ford 3) (Chen and Taylor).

Dialogue is a form of writing that has been used for over five millennia. Well known

Finding opportunities to speak because some children do not have many opportunities to speak their mind or express themselves with adults and so will lack confidence and experience in initiating conversation. It may help to find somewhere quiet and initiate conversation whilst doing something else, for example drawing or painting until the child feels comfortable and confident enough to speak openly. Then you can utilise all the above strategies to encourage and maintain conversation.

People discuss various issues with their family members, friends, and colleagues (Nam, 2004)17. In the context of education, classroom discussion develops habits of collaborative learning, shows respect for students' voices and experiences, and affirms them as co-creators of knowledge (Brookfield & Preskill, 2005)18. Moreover, it provides valuable feedback to the teacher (Bacay, 2004)19. One format for classroom discussion is Philosophical Chairs (Risi, Schiro, & Serret-Lopez, 2005)20.

If I have a student like Kevin in my classroom I would make sure to incorporate social interaction and communication skills in my class each day. I would provide group discussions with students who get along and can support each other, and give the student like Kevin a role of reporter. Having the group discussion will open up “Kevin’s” social skills and make peer relationships. Then later have him tell his other classmates what their group discussed in hopes of having him be less stressed about social interaction.

In the past, debating in public was reserved to the people who had an innate ability for public speaking; nowadays however, the ability to debate is being taught in educational institutions. In the recent past, the class has participated in a debate over the ability of the single gender schools to create better learning environments than co-ed schools.

According to Norman and Spohrer (1996), there is a prominent presence of the learner-centered classroom culture in American education. In the learner-centered approach to education, the importance of student participation is greatly emphasized. In a sense, American classrooms “reflect more of a Socratic ideal, where teacher and student interact a great deal in pursuit of knowledge,” (Anderson and Powell, 1991). This is especially true in schools with smaller size classes. Students are expected (and often required) not only to know the content of their courses, but also to think independently about it and to express their own perspectives and opinions in class and in their written work. If they disagree with the teacher or their classmates, they are able to express this in class.

Based on Resnick’s groundbreaking 1999 research, Michaels, O'Connor, Hall, and Resnick (2010) lay the foundation for a successful implementation of student discussion. They defined AT as classroom talk (by both students and teachers) that supports students to attend to the classroom community, to knowledge, and to accepted standards of reasoning (Michaels, O’Connor, & Resnick, 2008). In AT classrooms, students reason, think

While reading the articles, one particular notion that stood out to me within the resources was when Gavriel provides the following strategy for minimizing student silence with discussions:

After the collection of baseline data, students learned several Accountable TalkⓇ (AT) techniques to improve discussions around chosen texts and, in turn, increase student engagement. The teacher utilized the AT Sourcebook (Michaels, O’Connor, Hall, & Resnick, 2010) and Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997) to familiarize herself with the different types of “talk formats” that can exist in the classroom and to plan instruction. The formats that encouraged student contributions to conversation included: teacher-guided whole class discussion, teacher-guided small group discussion, teacher-student conferences, student-led group work, peer conferences, and hybrid talk formats such as the “turn and talk” or

Welcome to the World of Monologue A Sample Unit of Lessons for Middle and High School Teachers

While on the course, I learned that voicing out your thoughts and opinions in class discussions and group works, sharpens up your critical thinking skills and helps conceptualize your own identity. I found out that we learn through active participation, concept exploration, critical questioning, interactive discussions, dialogue, individual reflection and team