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Muhammad Shamoon Anwar
I carried out a lesson where all the learners were supposed to collect data on why people prefer iPhone over android and vice versa. Objectives were to construct and interpret the different charts to present the collected data. Before giving instructions for the task, I explained them the effect of language and ethics on data collection. They were instructed to collate information in previous lesson and in this lesson they were to generate the graphs and present them to the whole class. One group opted to present its findings through Pie Chart, one through Bargraph, one constructed histogram and one used dot diagram. Before dialogue, I set the ground rules so that ever one listen ideas and opinions of each other carefully and value them for reaching agreement and decision making. Learners brought very interesting information and features of iPhones and androids, and shared their findings with the whole class. This enabled them to improvise their didactic presentational skills. I found them well engaged in the dialogue critically but constructively with each other's ideas. They treated each other's views as worthy of consideration. Reasoning was visible when they generated the graphs keeping in mind the data collected earlier and valued in the discussion. Later on they shared this information on edmodo and invited other classes to get their opinions, thus giving each learner the opportunity to express their views and opinions with the express purpose of learning without creating  competition.

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The thinking together approach is an important way in which children learn to think individually is through first learning to reason with others. In exploratory talk all the participant share their ideas, opinions and information, and think aloud together to create new meaning knowledge and understanding. I, keeping this principle of thinking together in my view, planned a lesson about formulae writing of different compounds. During the lesson all the learners discussed valences and symbols of elements among themselves. After this thinking aloud, almost all the learners wrote the correct formulae of assigned compounds. In this way their knowledge and understanding of the topic got new meaning for them as all the learners activity participated in discussion and the opinion of all the learners was given equal weightage. 

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The thinking together approach is an important way in which children learn to think individually is through first learning to reason with others. In exploratory talk all the participant share their ideas, opinions and information, and think aloud together to create new meaning knowledge and understanding. I, keeping this principle of thinking together in my view, planned a lesson about formulae writing of different compounds. During the lesson all the learners discussed valences and symbols of elements among themselves. After this thinking aloud, almost all the learners wrote the correct formulae of assigned compounds. In this way their knowledge and understanding of the topic got new meaning for them as all the learners activity participated in discussion and the opinion of all the learners was given equal weightage. 

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Samina Khurram

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The use of technology always promotes teamwork and collaboration in a classroom. My students always enjoy playing Mathematical Games online but when I told them that they are going to create Math games themselves they got keyed up. I knew that playing games is a reliable way to engage students, but making games can be just as fascinating. Keeping in view the approach “learning together” Students collaborated with their group members in scheming and developing their own games on Scratch. They explored different features of the tool together. They were involved in group activities where they generated new understandings of the previously taught concepts. Students created their own original game, and added new features such as sound, comments, and scores for each question.  In the end, My students reflected upon their games as well and learned ways to make their work better in the future.

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The Learners had to identify the healthy routine to prevent diseases. The learners designed a questionnaire on Google Docs, as per their assigned topics (food, physical activities, mental health, hygiene). They had a Skype session with a nutritionist in which they asked her their questions. Individual contribution was given importance while working in groups and it was observed that the learners are being respectful and attentive towards others' opinions. The answers provided by the nutritionist were discussed thoroughly in class with reasoning and later on, they were shared on Google Docs. After the discussion, the learners made a plan for a healthy routine in their assigned groups.

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Thinking together approach illustrate powerful approach in which digital technology can serve dialogic pedagogy and improve the quantity and quality of student participation.I devised such a lesson in which learners were given an autonomy to choose their software to create a poster to raise awareness regarding water conservation.Info-graphics were used by the learners to create interactive and thought provoking posters which they shared on edmodo. Not only their own class fellows but learners from other sections pool in their ideas about the info-graphics that were used by the learners to create the poster as well as they generated a wonderful opinion about the thought each child has displayed through the poster.Students raised queries and answer each other questions.I noticed that all of them were patiently accepting each others opinion and even some of them improved their posters later on.I used technology with a dialogic intention in context of activities which are designed to promote collective thinking.21st century skill collaboration,creative thinking and communication were observed during the lesson among students.It generated appropriate discussion within the class which ultimately encourage them to construct an understanding and help them in strong decision making which will make them more confident and adjustable in the wider world.

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Blogs: tool to promote dialogic thinking 

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Blogs: tool to promote dialogic thinking 

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Samina Ummar

Blogging is the best tool to promote Exploratory Talk (Barnes, 1976, 2008; Mercer 1995, 2000) amongst learners which is the key element of dialogic learning. When I asked the learners to write a blog about the critical analysis of the novel they had read in the class, it allowed each learner to analyze the assigned aspects of the novel. This in turn allowed diverse opinions to be expressed. Each learners opinion was given due respect be it about the character’s timeline or the major themes of the novel or symbolism. It allowed them to not only express their own analysis of the text it allowed them to accept the ideas and opinions of others also. Explicit instructions to give reasoning for their point of view made sure that the reasoning was visible to anyone viewing their blog. Everyone pooled in their ideas on the topic allocated to their group according to the ground rules decided with the contribution of the learners. By allowing each group to focus on the different aspect of the novel to analyze an atmosphere of shared learning was created rather than competing to be the best group. Every groups contribution held equal weightage to complete the comprehensive analysis of the novel, hence giving each one a sense of achievement when the viewed their opinion being a part of a whole. Blog did not restrict the learners to the opinion of their own class, it allowed them to get the comments of other classes and further refine their own critical analysis, hence creating a journal of their own learning for the later review, and revision.

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Dear All Do not forget to write your name at the end of the post 

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Dear All Do not forget to write your name at the end of the post 

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Given the autonomy to decide the process and the content of the report, students chose to work on the given report. Criteria was shared through task cards given to groups. opportunities were provided to chalk out the process of gathering information which they were eventually going to use in their report. During the collaborative planning and thinking , creativity, decision making and reflection in action were involved. The students, in groups, were encouraged to make a rough draft of their report on "The Library" on Google doc so they could view their rough work in comparison to those who chose a different process of conveying the same information. In doing so, repetition was to be avoided as per my instructions. Later on, as the work was uploaded in form of a variety of presentations, and video clips on Edmodo, a lot of positive and encouraging responses could be seen. As a teacher I feel my students are learning to connect and communicate resulting in their social bonding.

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From a sociocultural perspective, education and cognitive development are cultural processes; knowledge is not only possessed individually but also created by and shared amongst members of communities; and the ways that knowledge is created are shaped by cultural and historical factors. Support for this perspective comes from recent research which suggests that human intelligence is intrinsically social and communicative (Mercer, 2013).
Student were engaged by showing the structure of two atoms whose valence shells were incomplete. It was shared with the students that how can these atoms get the electronic configuration of noble gases. Criteria was shared for discussion in groups. Students started to give suggestions group wise. Their dialogue were recorded, every person in the group got the chance to speak. They also raised many questions which were entertained by their own class fellows. They showed responsibility for decisions made. the group worked together with the purpose of reaching agreement. Everyone's ideas were treated as worthy of consideration. Members of the group tried to reach agreement at each stage before progressing. As an observer of the group, reasoning is visible in the talk. After discussion time,   recording was used for the teacher's feedback. As well as the recording can be used for the revision of the students as it is post on whats app.
The key strand of the research is that dialogues supports the students to learn the concepts more easily.
Samina Chaudhary.

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Read the article of International Journal of Educational Research available at ScienceDirect'Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiryNeil Mercer, Sara Hennessy, Paul WarwickFindout the key moments of your lesson where the dialogue was promoted through technology to enhance students learning. Share your view on the padlet wall (at least 150 words)

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Read the article of International Journal of Educational Research available at ScienceDirect'Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiryNeil Mercer, Sara Hennessy, Paul WarwickFindout the key moments of your lesson where the dialogue was promoted through technology to enhance students learning. Share your view on the padlet wall (at least 150 words)

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with reference to the key point that knowledge is not processed individually rather created and shared amongst members of communities, i would like to quote the key moment of one of my personal experience. The class had to study the topic of pollution and its implication on the life on earth. the students were shown a documentary of  a busy city with lot of hustle bustle and development but hidden objective was to highlight the places and processes where pollution was evident. After video show some time was allocated for group discussion and then whole class discussion. students had already decided the rules for discussion. Each group had to highlight any one process in the video and analyze the reason for being declaring it a source of pollution as well as suggest solution to it.
later students were asked to identify the sources of pollution in their local communities and shoot them or get pictures to share them with class. most of the students came up with video clips narrating the place and process and some collected pictures and presented with others on form of power point presentations. one group even used prezi and so on. students appreciated each other as well criticized the short comings of other groups as well. the best part was that they decided their roles in the group work and ensure everyone has some part to do according to their expertise.
what i felt most encouraging in this case was that my students who labelled the topic boring in the beginning performed so well in this activity, their eagerness and interest level was even motivating for each other as well as for me.

Sadia Rafiq
science lesson of class 8th