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Dialogic Teaching and Learning

Dialogic Teaching and Learning. How can we empower our Children to take greater Control over their learning? . Getting IT!.

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Dialogic Teaching and Learning

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  1. Dialogic Teaching and Learning How can we empower our Children to take greater Control over their learning?

  2. Getting IT! “Dialogic teaching harnesses the power of talk to stimulate and extend pupilsʼ thinking and advance their learning and understanding. It helps the teacher more precisely to diagnose pupilsʼ needs, frame their learning tasks and assess their progress. It empowers the student for lifelong learning and active citizenship. “ Robin Alexander What is it???

  3. WhY? • To give children more control over their learning (increase ownership) • To give children a greater skill set to lead learning • To improve the collaborative skills (ability to share the knowledge) • Key competencies (relating to others, participating and contributing) • Personal evidence showed that the approach worked in the UK. Passionate about the approach!! Would it work with New Zealand children???

  4. Big Questions? • How can I empower children, who are reluctant talkers, to evidence their learning and progress? How can I empower children to take greater control over their learning and progress?

  5. Sorting IT: The Aims: For Children Encourage Active listening Learn the language of discussion Promote Inclusion Increasing pupil awareness of learning progress and assessment (metacognition)

  6. For Myself • Improve formative assessment techniques • Be more flexible in terms of groupings • Set appropriate level of challenge for all pupils • Experimentation for wider learning and beliefs / visions

  7. Sorting it • Establishing prior knowledge – Self Assessment survey. • Goal Setting

  8. Results: Self Assessment

  9. Discussion Stems (Scaffolding)

  10. Thick and Thin Questions Which questions take the learning deeper? Which questions will challenge your children to think? Which will extract the best constructed verbal responses?

  11. Where to Next? • Encouraging spontaneity during discussions. • Allowing children to drive the learning • Children openly challenging their peers to think deeper. • Increasing formative assessment awareness in children. • Reluctant speakers contributing more frequently in a greater range of forms. • Make the learnt discourse a habit. • Can it work in ‘The Junior Syndicate’?

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