AfL and Dialogue
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This resource is available to download as a pdf, or in editable form as a .doc
[[Image:]]The National Strategies | Primary | Primary Framework for literacy and mathematics
Developing strategies that promote classroom dialogue - possible CPD activity
Assessment for learning
Developing strategies that promote classroom
dialogue - possible CPD activity 1.
2.
Use the tables 'Features of effective dialogue and associated strategies' (below) 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).
