Teaching Approaches/Dialogue: Difference between revisions
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# Are mutually respectful, and involve [[exploratory talk]] which seeks to build a shared understanding between talk partners (what Edwards and Mercer (1987) termed 'Common Knowledge') | # Are mutually respectful, and involve [[exploratory talk]] which seeks to build a shared understanding between talk partners (what Edwards and Mercer (1987) termed 'Common Knowledge') | ||
Dialogue is a recuring theme on this wiki, and in particular is covered in context in | Dialogue is a recuring theme on this wiki, and in particular is covered in context in the sections described above. | ||
Revision as of 14:01, 13 September 2012
The term dialogue is intended to imply a deeper level of analysis or explanation than that which concerns itself only with the surface meaning of talk as isolated expressions made by individuals. When we talk about dialogue, we are talking about the joint enterprise of talk, as a cumultative (building up over time) activity which is aimed at some purpose or other. In education, the purpose we are most often interested in is learning, in a rather broad sense.
In classrooms such dialogue occurs in a variety of settings, including whole class work and group talk in group work contexts. Research indicates that the most effective sorts of dialogue
- Are often not reflected in classroom talk
- Are not simply question and response (IRF) exchanges, but are dialogic in nature
- Are mutually respectful, and involve exploratory talk which seeks to build a shared understanding between talk partners (what Edwards and Mercer (1987) termed 'Common Knowledge')
Dialogue is a recuring theme on this wiki, and in particular is covered in context in the sections described above.
