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Teaching Approaches/Dialogue: Difference between revisions
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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. | 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 [[Teaching Approaches | In classrooms such dialogue occurs in a variety of settings, including [[Teaching Approaches/Whole Class|whole class]] work and [[Teaching Approaches/Group Talk|group talk]] in [[Teaching Approaches/Group Work|group work]] contexts. Research indicates that the most effective sorts of dialogue are | ||
# Often not reflected in classroom talk | # Often not reflected in classroom talk | ||
# Are not simply question and response (IRF) exchanges, but are [[Teaching Approaches/Dialogic Teaching|dialogic]] in nature | # Are not simply question and response (IRF) exchanges, but are [[Teaching Approaches/Dialogic Teaching|dialogic]] in nature | ||
