AfL and Dialogue/Table: Difference between revisions
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Latest revision as of 21:19, 26 September 2012
Teacher Strategies | Everyone is engaged with the dialogue | Teacher talk does not over-dominate the dialogue | Pattern of dialogue is 'basketball' rather pingpong | Dialogue is reciprocal, that is, children respond to and build on what others have said | Children's contributions are well- developed sentences or phrases | Children are willing to take risks by sharing partial understanding | Children are willing to challenge each other's ideas in a constructive way | Children demonstrate higher levels of thinking | Children reprocess their thinking as a result of dialogue |
Rich questions | |||||||||
Big questions | |||||||||
Higher-order thinking questions | |||||||||
Questions linked to resources or tasks | |||||||||
Peer discussion following a question | |||||||||
Wait time after a teacher question | |||||||||
Wait time after a child's response | |||||||||
Varying length of wait time | |||||||||
No-hands-up questioning | |||||||||
Pausing to survey | |||||||||
Eavesdropping on group dialogue | |||||||||
Cue in children using gestures and | |||||||||
Model prompts and body language to encourage continuation | |||||||||
Acknowledge where children demonstrate effective dialogue | |||||||||
Group Work Strategies |