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АҒЫЛШЫН ТІЛІНДЕ ОҚУШЫЛАРДЫҢ СӨЙЛЕУІН ДАМЫТУҒА «ДИАЛОГТЫҢ ФУНКЦИОНАЛДЫ МОДЕЛЬДЕРІН» ҚОЛДАНУДЫҢ ӘСЕРІ

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Постер для конференции (МО англ.языка)

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Транскрипт ученика S 11

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Транскрипт ученика S 5

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Транскрипт ученика S 8

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During the past two decades Robin Alexander has developed and progressively refined a framework for explicating dialogic teaching and supporting teachers who wish to enhance the quality and power of classroom talk - their own as well as their students'. The framework comprised justifications, principles, repertoires and indicators, and placed particular emphasis on teacher agency, or the need for teachers to develop and draw on a range of pedagogical techniques according to circumstance and need rather than use all-purpose teaching formulae.

Early iterations were applied and evaluated in school-based development projects in Barking and Dagenham, North Yorkshire and Bolton and formed the basis for Towards Dialogic Teaching: rethinking classroom talk (1 st edition 2004, 5 th edition and 22 nd imprint 2017). This was widely taken up in schools and teacher training courses across the UK and in several other countries. Then, from 2014-17 and with the support of the Education Endowment Foundation, a revised version of the framework was linked to a bespoke professional development programme and successfully trialled with 5000 students in schools in Birmingham Bradford and Leeds.

Now, building on all this work and on recent research in what is now a fast-expanding field, Robin Alexander's dialogic teaching framework has been completely revised for his new book A Dialogic Teaching Companion, to be published by Routledge early in 2020. The book also includes a suggested professional development programme for implementing dialogic teaching, and it explores recent developments that have expanded and enriched the evidence and debate about classroom talk in relation to oracy, literacy, argumentation, student voice and philosophy for children as well as dialogic teaching itself.

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During the past two decades Robin Alexander has developed and progressively refined a framework for explicating dialogic teaching and supporting teachers who wish to enhance the quality and power of classroom talk - their own as well as their students'.

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EFFECT OF DIALOGIC TEACHING ON ENGLISH SPEAKING SKILLS

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Survey among English teachers on the problem issue

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Survey among English teachers on the problem issue

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Опрос учителей

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Согласие на фото и видеосъемку

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Анализ анкетирования 5М класса

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Анализ 2 анкетирования 5М класса