Developing dialogic teaching: genesis, process, trial

Alexander, Robin

doi:10.1080/02671522.2018.1481140

Cited by 248 publications

(178 citation statements)

References 30 publications

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“…A major research area in dialogic education has examined classroom dialogues -the promotion of dialogues as chains of questions, and the exploration of ideas through teacher-student dialogues (Alexander, 2017;Mercer, 1995;Resnick, Asterhan & Clarke, 2015); the characterization of classroom dialogue is a major theme (Howe & Abedin, 2013). Alexander (2017Alexander ( , 2018 postulated "dialogic teaching," for harnessing the power of talk to stimulate student thinking involving teacher-student co-construction and negotiation of knowledge. Michaels, O'Connor and Resnick (2008) discussed "accountable talk," emphasizing different dialogic practices and students' community accountability.…”

Section: Theoretical Underpinning Of Knowledge Building As a Dialogicmentioning

confidence: 99%

Progressive dialogue in computer-supported collaborative knowledge building

Chan

Tong

Aalst³

2019

The Routledge International Handbook of Research on Dialogic Education

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Developing productive dialogue for creative knowledge work supported by digital technology is an important education goal in the knowledge era. This chapter examines the nature and development of productive dialogue using the theoretical perspective of Knowledge Building (KB) supported by Knowledge Forum®. The Knowledge Building model, developed by Scardamalia and Bereiter since the 1990s, examines how students engage in progressive dialogue, to pursue sustained collective inquiry, adding value to the class community, similar to the dialogic practice in scientific communities. This chapter examines theory, technology, analysis, and pedagogy related to promoting progressive dialogue, situating the Knowledge-Building model with other dialogical approaches. We first discuss why progressive dialogue is needed in the knowledge era and outline its characteristics, based on the theoretical underpinning of the KB model. We then discuss how Knowledge Forum affordances support advanced dialogic practice, highlighting the need to align technology with principles and pedagogy. We also present analyses of KB progressive dialogue, identifying productive online dialogic patterns and moves. Dialogic pedagogy in KB classroom and design principles for progressive dialogue are examined. Finally, research directions for examining dialogic approaches using the knowledge-building perspective for emerging methods and pedagogy are discussed.

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Section: Theoretical Underpinning Of Knowledge Building As a Dialogicmentioning

confidence: 99%

Progressive dialogue in computer-supported collaborative knowledge building

Chan

Tong

Aalst³

2019

The Routledge International Handbook of Research on Dialogic Education

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“…As a consequence Laura's students contributed to classroom dialogue in a more elaborative way throughout the study but not in the exact same development curve. The importance of teachers' questions as triggers for students' answers (Alexander, 2005;Lee & Kinzie, 2012;Wragg & Brown, 2001) and feedback as an important scaffolding tool (Hattie & Timperley, 2007) are emphasized in the research literature. Additionally, the importance of establishing a certain communication culture in terms of participation rights and responsibilities is highlighted (Walshaw & Anthony, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…However, several studies report tight communication structures in the classroom, where teachers ask narrow-focused questions and students can only provide short answers instead of rich scientific argumentations in a dialogic setting (Hugener et al, 2009;Jurik, Gröschner, & Seidel, 2013;Osborne et al, 2013). This interaction pattern places students at a risk of not being provided learning opportunities that allow the acquisition of knowledge and deep understanding (Alexander, 2005) and that awake young people's interest in a career in science, technology, engineering, and mathematics (STEM), which is in demand (OECD, 2007). Therefore, it seems important to learn more about the elements that create a meaningful learning opportunity in classroom dialogue as well as to train teachers 1 This research project was funded by a research grant from the German Research Foundation (SE 1397/5-1).…”

Section: Classroom Dialoguementioning

confidence: 99%

“…One tool to do so is asking cognitively activating questions that challenge students to think profoundly and to use reasoning skills (Alexander, 2005;Lee & Kinzie, 2012;Wragg & Brown, 2001). Such questions prevent science from appearing to be a rigid body of knowledge (Duschl & Osborne, 2002) that can be correctly answered with one key word (Jurik et al, 2013;Mercer & Dawes, 2014).…”

Section: Productive Classroom Dialogue: a Learning Setting That Fostementioning

confidence: 99%

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Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

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The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience.

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“…It is common to use sociocultural and sociocognitive theory to derive the theoretical rationales for explaining the importance of pedagogy based on discussion (see, e.g. Alexander, 2018;Murphy et al, 2009;Reznitskaya, 2005;Reznitskaya & Glina, 2013). Furthermore, according to Alexander (2018), a broad array of evidential bases, such as psycholinguistics, sociolinguistics, philosophy, and pedagogy, are used to argue for using dialogic teaching.…”

Section: Dialogic Educationmentioning

confidence: 99%

Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries

Backman

Gardelli

et al. 2019

International Journal of Disability, Development and Education

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The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors' higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from structured observations of filmed dialogues early and late in the intervention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.

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Developing dialogic teaching: genesis, process, trial

Cited by 248 publications

References 30 publications

Progressive dialogue in computer-supported collaborative knowledge building

Progressive dialogue in computer-supported collaborative knowledge building

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries

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