Dialogue for Meaning Making

Details

Given that research indicates the effectiveness of dialogue for learning and that it is a curriculum requirement, why is it that teacher talk still predominates in classroom practice? The answer is simple – the approach in practice, rather than theory, is difficult. The reality is that teachers are faced with numerous challenges when implementing the approach. They want to ensure that valuable instructional time is not being wasted with discussions that are not effectively engaging all students in deeper levels of thinking, the exchanging of ideas and meaning making. This workshop addresses these issues with practical strategies that can be implemented across learning areas and year levels.


Objectives and Outcomes

  • Learn practical strategies for establishing routines and norms for equitable participation and accountability
  • Engage with protocols for structuring and scaffolding group dialogue so that discussions don’t stall, deteriorate into negative dialogue or waste valuable instructional time by not producing a meaningful outcome

Additional Information

SKU CONF2020HAI
Session Session 2 - 11:00am - 12:45pm
Day Day 3
Topic Instruction/Pedagogy

Given that research indicates the effectiveness of dialogue for learning and that it is a curriculum requirement, why is it that teacher talk still predominates in classroom practice? The answer is simple – the approach in practice, rather than theory, is difficult. The reality is that teachers are faced with numerous challenges when implementing the approach. They want to ensure that valuable instructional time is not being wasted with discussions that are not effectively engaging all students in deeper levels of thinking, the exchanging of ideas and meaning making. This workshop addresses these issues with practical strategies that can be implemented across learning areas and year levels.


Objectives and Outcomes

  • Learn practical strategies for establishing routines and norms for equitable participation and accountability
  • Engage with protocols for structuring and scaffolding group dialogue so that discussions don’t stall, deteriorate into negative dialogue or waste valuable instructional time by not producing a meaningful outcome