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To engage students for dialogic, scaffolding should be in place. Any reference on how to build up scaffolding resources for the dialogic lessons?

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How many periods to conduct the dialogic lesson ideally? Lower - Middle - Upper primary?

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Fitting dialogic discussions into our tight curriculum schedule might be a challenge as we may need more time to encourage quiet students to contribute their ideas

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I think some challenges will be off topic contributions as they may not have any prior knowledge to the topic.

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In terms of challenges, students may not have the maturity to bounce of and pick on each others responses for a deeper discussion. As such, maybe role-modelling maybe needed to help students see how they can build on each other's ideas

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1) The concept of "ping-pong" interactions, where teachers and students respond to each other’s thoughts, is crucial in our classrooms. This dynamic interaction helps in extending children's thinking and making lessons more engaging and effective.

2) Maintaining control in the classroom and ensuring that discussions remain productive can be challenging for teachers. Dialogic discussions require a balance between open dialogue and structured guidance, which can be difficult to manage, especially in our large classrooms.

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student participation: they may not feel comfortable expressing their thoughts. Some may be shy, lack confidence, or be afraid of saying the "wrong" thing.

some students may dominate the conversation, while others might struggle to contribute..

deep discussions take time, and teachers may struggle to fit them into the curriculum.

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Important to nurture a positive classroom culture which provides a risk free environment for students to speak up without fear of being ridiculed.

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To have an understanding that it is alright to voice one’s opinion without fear.

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Five Principles of Dialogic Talk:

1. Collectivity - teacher and class engaged in a learning task

2. Support - providing a safe space

3. Reciprocity - listening to one another

4. Cumulation - building on each other's idea

5. Purposefulness - having a clear outcome which has the buy-in from the class

Pros:

Deepens students understanding of topic of discussion.

For it to work:

Requires planning of the questions based on Bloom's Taxonomy.

Might require whole-school approach for greater buy-in and pervasiveness.

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The need to understand the importance of talk in learning. Evey class needs a talk-rich curriculum.

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1) Having a non-threatening atmosphere where everyone can contribute confidently and developing links between the subjects to enrich the discussion

2) Challenge:

to ensure children are on task

to steer the conversation to ensure a rich discussion

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1. Creating a safe environment for through norms for discussion

2. Scaffolds - like graphic organisers and resources provided to support students who may need.

3. Opportunity to ask questions using a framework like Blooms - sentence starters etc

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It is always the same group of confident students who would be more participative during these discussions/conversations.

How then we can make it more fluid for those shy and less confident students?

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The challenges is when students have no opinions, or no confidence in expressing theirs.

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During EL and SS lessons, topics are discussed. Both students and teacher build on one another's ideas and opinions, thus creating a chain of thinking. This is apparent in Composition as well as when we look at articles from LRD.

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The part where we foster collaborative learning by encouraging students to work together and share ideas.

Enhancing students ability to articulate thoughts and listen actively improves communication.

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1) By creating a safe environment for our students to have the confidence to share their views and thoughts in class.

2) students might not be equipped with the prior knowledge or know-how to engage in dialogic conversations. Eg. Students are not exposed to wider social issues and therefore unable to contribute, will clam up.

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1) The five principles of the dialogic talk support our classroom practices - collective, support, reciprocity, cumulation and purposefulness all support our classroom practices

2) Challenges: students give one-word answers,

teachers' biases/objectiveness,

students' personalities,

students' prior/content knowledge,

time constraint

teacher's training - may not be equipped to handle discussion

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1(WS117) Fostering Critical Thinking Dialogic Discussions in Primary School English Classes_vetted as at 13 March

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How will you enhance dialogic discussions in your classroom?

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How will you enhance dialogic discussions in your classroom?

# data[].attributes.attachment_link.title
(WS117) Fostering Critical Thinking Dialogic Discussions in Primary School English Classes_vetted as at 13 March