AfL and Dialogue: Difference between revisions
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<noinclude> This resource is available to download as a pdf [[File:AfL and Dialogue.pdf]], or in editable form as a .doc [[File:AfL and Dialogue.pdf]]. It is in an (edited) wiki form below </noinclude> | <noinclude> This resource is available to download as a pdf [[File:AfL and Dialogue.pdf]], or in editable form as a .doc [[File:AfL and Dialogue.pdf]]. It is in an (edited) wiki form below </noinclude> | ||
'''Assessment for learning ''' | '''Assessment for learning ''' | ||
'''Developing strategies that promote classroom | '''Developing strategies that promote classroom dialogue ''' | ||
Use the | Use the table below - 'Features of effective dialogue and associated strategies' and our assessment and dialogue resources to provide prompts to help you think about the characteristics of effective dialogue that | ||
* feature strongly in your teaching and the strategies used to achieve them | * feature strongly in your teaching and the strategies used to achieve them | ||
* are absent or might be improved | * are absent or might be improved | ||
Revision as of 10:22, 17 September 2012
This resource is available to download as a pdf, or in editable form as a .doc
Assessment for learning
Developing strategies that promote classroom dialogue
Use the table below - 'Features of effective dialogue and associated strategies' and our assessment and dialogue resources to provide prompts to help you think about the characteristics of effective dialogue that
- feature strongly in your teaching and the strategies used to achieve them
- are absent or might be improved
| 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 | |||||||||
This resource is licenced under an Open Government Licence (OGL).
