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Chris Harrison - Kings College London

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Dot Points!

Who talks?
Talking Patterns
How to Collect Evidence

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The Educational Value of Dialogic Talk in Whole-Class Dialogue 

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The Educational Value of Dialogic Talk in Whole-Class Dialogue 

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http://oer.educ.cam.ac.uk/wiki/The_educational_value_of_dialogic_talk_in_whole-class_dialogue

Neil Mercer - Faculty of Education, University of Cambridge

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How Can This Be Implemented In A Classroom or School?

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How Can This Be Implemented In A Classroom or School?

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A real world implementation in a Victorian Primary School with prompts and conversational framework:
https://justwonderingblog.com/2014/11/11/something-to-talk-about-dialogic-teaching-putting-classroom-talk-at-the-centre-of-inquiry/

Dr Julie Hamston MGSE

"Examples from a Foundation Classroom:

Reformulation of student responses (Did you mean…?)

Direct elicitations – (“Can somebody …? Who knows…?: “I want to know what you know about sketching.”)

Exhortations (“Who is thinking the same/different?”)

Repeating student responses to consolidate learning (“Well that’s a lot of information there. I’m going to break it down for everyone. Shreya said …. Shreya went on….. and explained more………………….)

Recaps to consolidate understanding (“OK, so we have used our observation frames to look at the weather…”)

Connecting feedback to inquiry (“Great thinking!; “I love the connection you just made.”)

Building on student responses (“I just want to bring it back to what Louie was saying.”)

Requests for reasoning (“You have to tell me why. Remember to make a prediction and tell me your reason.”)

Putting a ‘press’ on student language (“Can you put your answer in a full sentence?”; “Can you begin by saying ‘I think…”; “Remember our language frames: “I predict…because…”)"

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Examples of Practice in a Foundation Classroom

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Examples of Practice in a Foundation Classroom

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How to align curriculum, pedagogy and assessment using:
Project approach
Explicit instruction
Play-based learning
Inquiry learning

https://det.qld.gov.au/earlychildhood/about-us/age-appropriate-pedagogies/examples-of-practice-in-prep

Annotated Samples:

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Characteristics of age-appropriate pedagogies

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Characteristics of age-appropriate pedagogies

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Role of the teacher vs. Role of the student

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Role of the teacher vs. Role of the student

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Overview:https://det.qld.gov.au/earlychildhood/about-us/age-appropriate-pedagogies/characteristics/language-rich-and-dialogic

Literature review & age appropriate pedagogies

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Dialogic Practice Institute's Resource List

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Dialogic Practice Institute's Resource List

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http://www.dialogicpractice.net/about/resources/

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When can you start using dialogic language, and when will students start to see the benefit? Before students even start school!
http://www.getreadytoread.org/early-learning-childhood-basics/early-literacy/helping-children-to-develop-early-literacy-skills-with-dialogic-reading

http://www.ldonline.org/article/400

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http://mpegmedia.abc.net.au/rn/podcast/2017/06/inr_20170622.mp3

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When discussing real life examples to further student learning it is important to consider the perspective that you select to use for your class and what that means for the students understanding of their world. Keddie says that it is seen in schools that there are patterns of “non-recognition and disrespect with dominant paradigms that position minority culture as deficit and lack" (Keddie, 2011, p.14).

The Ted talk by Chimamanda Adichie discusses the impact of Single Stories; that is, using a single (often negative) narrative to describe groups and people particularly those who don’t have the opportunity to tell their stories. This links to practice seen in schools of “patterns of essentialising and inferiorising of student culture and disempowerment of particular groups” (Keddie, 2011, p.14).

Integrating multiple perspectives and cultures in a meaningful way no matter the cultural build-up of the class enables all the students to have access to multiple stories and doing so helps to stop the perpetuation of stereotypes. Adichie says “we must not only seek diverse perspectives, we must also tell our own stories, ones that only we can tell about our own personal experiences.” It is this acknowledgement of the personal story that students and teachers bring to the school that can be built on to develop an inclusive class and school culture where multiple perspectives are considered through understanding and dialogue between students. This is also reaffirmed by Keddie, in that recognising the culture of students, particularly marginalised ones demands a socially critical and transformative approach which acknowledges that knowledge is socially constructed and can be altered and shared through social practice (Keddie, 2011, p.17).

“When we hear the same story over and over again, it becomes the only story we ever believe.” (Adichie, 2009)

Keddie, A. (2012). Chapter 2: Removing Barriers in Students’ Lives: An International Perspective on Issues of Justice and Cultural Diversity. In Educating for Diversity and
Social Justice (pp. 13–37). Taylor and Francis.

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Resource: Aboriginal and Torres Strait Islander Terminology (2017)

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Resource: Aboriginal and Torres Strait Islander Terminology (2017)

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The class is doing a self-directed inquiry unit learning and discovering a topic of their choice then presenting to the class.

One group has chosen to investigate racism particularly racist bullying in schools.
During the practice presentation, it was found the students constantly referred to “Aboriginals”.

How would you approach a discussion with the students about why that is inappropriate and enabling them to discover the correct terminology?

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Cultural Sensitivity – The language of names and naming conventions

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Chimamanda Ngozi Adichie: The danger of a single story

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Paper "An Auto-Ethnogrpahic Study of Open Dialogue: The Illumination of Snow" " This is the best paper I have read in my role as a reviewer

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The Role of Religion

"whatever the process by which this is done, is viewed as encouraging homogeneity and therefore as generating public harm rather than benefit"