Dialogic Teaching Pedagogy

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Current Understanding or Dialogic Teaching:

-giving students opportunities to use structured talk
-ensuring students have the skills to discuss their own ideas
-helping them to understand each others ideas and build on them
-use talk moves
-eliminate the hands up/ teacher-response-teacher scenario (IRE) -->
-helps students engage with the content fully, engage with each other, engage with their own ideas, be more metacognitive
-if it is not taught, they will be in a sea of useless discussion perhaps?
-helps the teacher draw out misunderstandings, and students build schema, engage with prior knowledge

"The person doing the talking, does the learning"


Video on productive talk...
clarififction of understanding of ideas, (I don't understand- please explain...)  referring to the data,
using accountable talk starters,


Teacher didn't rephrase, why do they agree?, not just I have the same idea- add to it. "Can I add to that, isn't a new idea, it's actually adding to the ideas,
circles are going to be more important.

NS: Connect ideas and ask questions when confused. 

 Standard talk norms for our school, (also standard stems?- maybe not due to the difference in ages across the school- perhaps based on the same standard ones for the teacher.

How do we make this conversation equitible?-- FORMATS AND MOVES
From
http://www.petaa.edu.au/imis_prod/w/ItemDetail?iProductCode=PET103&Category=BOOK

Talk Moves:
GOAL 1: SHARE IDEAS
THINKING TIME--> number 1
-partner talk
-stop and jot
-wait time (after question, while student is trying to spit out question, after student has spoken -even just 3 seconds after they talk, response increases!!! this is super powerful in increasing reasoning)


SAY MORE
Give us an example, can you say more on that, can you expand, can you elaborate on that.
gives everyone a chance to hear more about the idea. (this will help them to learn the TEEE structure of a paragraph)

SO, ARE YOU SAYING?
verying or clarifying for understanding
-revoicing, try to repeat some or all of what they were saying, encourage the student to clarify/respond, still revoice incorrect ideas,
Revoicing can be used to refer back to ideas and focus the group onto different ideas.
Let's everyone know that explaining and complex ideas takes time and effort. 
'so- you think'

 GOAL 2: LISTEN TO EACHOTHER
WHO CAN REPEAT OF REPHRASE? 
can repeat/rephrase and then go back to the first student? Is that what you were trying to say.....name?
GOAL 3: DEEPEN THEIR REASONING
PRESS FOR REASONING why did you think that?
Maybe we could use these stems from Susan Heeps?
Accountable Talk Poster
Remember to …

Sounds like …
Ask questions when you don't understand a topic.
Can you tell me more?
Would you say that again?
Can you give me another example so I can understand?
Give a reason why your idea is a good one.
This reminds me of ______ because _____.
I believe this is true because __________.
Ask for evidence when something sounds incorrect.
I'm not sure that's right. Can you tell me why you think it is true?
Can you show me a place in the book that illustrates that idea?
Give evidence to support your statements.
Read a passage from the book that illustrates your idea.
Bring another information source to support your idea.
Use ideas from others to add to your own.
I agree with _______ because _______.
______'s idea reminds me of ________.
CHALLENGE or counterpoint (what if....., how about.....,
Give the question back to the students. 

GOAL 4: THINK WITH OTHERS
Does anyone want to agree/disagree?

Add on...
Push the idea or take it a little bit further.

EXPLAINING SOMEONE ELSE'S IDEA
who thinks they could explain what the person means when they say, don't have to agree or disagree. Helps them to listen and understand the concept that is being discussed.



Reflection on Learning
Dialogic Teaching 
What's new?
-giving students the ability to offer evidence for their thinking
-developing oral language skills in particular using talk moves (which are done by the teacher- not the students)
-see notes above.




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