AfL and Dialogue/Table
From OER in Education
< AfL and Dialogue
Revision as of 16:09, 20 September 2012 by SimonKnight (talk | contribs)
| 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 | - | ||||||||
