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© 2018 T-SEDA team
TEACHERSCHEMEFOREDUCATIONALDIALOGUEANALYSIS
(T-SEDA)
T-SEDA@educ.cam.ac.uk
FarahAhmed,ElisaCalcagni,NubeEstrada,SaraHennessy,FloraHernández,RuthKershner,LisaLee,MariaVrikki,VictoriaCookUniversityofCambridgeFacultyofEducationandNationalAutonomousUniversityofMexico
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T-SEDA Professional Learning Pack v.5
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HowdoestheT-SEDApackworkinpractice?
Thispackisdesignedtobeflexibleforconductinganinquiryonwhateverinterestsyouinrelationtoeducationaldialogue.
TryoutT-SEDAinyourclassroomandsendusfeedback(T-SEDA@educ.cam.ac.uk).Wewouldlovetohearfromyou!
Tool1Self-AuditGrid
StartyourT-SEDAjourneybysystemaBcallyreflecBngon
yourcurrentpracBce.
Tool2ReflecSveCycleforClassroom
Enquiry
Useastep-by-stepreflecBvecycletotransformyour
pracBceandkeeparecordofhowthishappens
Tool3Codingschemeto
idenSfykeydialogicfeatures
IdenBfymomentsofhighqualitydialogueinyour
classroomandthecondiBonsthatcreatethese.
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Buildingdialogueinrole-playUsingtheself-audittool,Gary,aReceptionClassteacher,wonderedhowfarchildreninhisclassrespondedtoeachotherintherole-playarea.Hedecidedtolookforinstancesofhowthechildrenbuiltoneachother’sideas,seeingthisasbeingthefoundationsofdialoguebetweenthem.Hefoundthatsomechildrenwereabletodeveloptheircreativeexpressionintheirtalkwithothers.However,otherchildrentendedtoplayedontheirownintherole-playarea,focusingondressingupandplayingwithobjects,asopposedtolisteningtowhatotherchildrenweresayingandrespondingtothem.Garydecidedtoaskchildreniftheywantedtoplayinpairsintherole-playareaandtoshareideasabouthowtoplay.Followingthisintervention,hefoundthatchildrenwouldonlyrespondtoothersiftheywereexcitedabouttheirideas.Nevertheless,itenabledsomechildrentobecomemoreawareofothersaspotentialplaypartners.AnditgaveGarysomeideasaboutwhattodonexttoencouragedialoguebetweenthem.
Interrogatingeachother’sideasinhistoryUsingtheself-audittool,Kiran,asecondaryhistoryteacher,wonderedifherstudentsunderstoodhowtointerrogateother’sideasaboutsources.Shedecidedtoobservehowmuchqueryingandchallengingofeachother’sideaswashappeninginpairworklookingatasource.Shebelieveditwasimportantforstudentstoreflectontheirownlearningandbecomeawareoftheimportanceofqueryingothers'ideas.Unbeknownsttothestudentsworkinginpairs,sheaskedsomeotherstudentstouseagridtomakeatallyofhowmanytimeseachstudentinthepairqueriedorchallengedovera10-minuteperiod.Shethenaskedthe'observer'studentstofeedbacktotheclassonhowmuchofthiswentonandwhathappenednext.Thisledtoaproductivediscussionintheclassaboutqueryingandchallengingeachother’sideasaswellasthesourceitself.
DevelopingreasoninginsciencegroupworkUsingtheself-audittool,Lily,ayear5teacherwasconcernedthattherewasn'tenoughreasoninghappeninginherclassroom.ShedecidedtousetheT-SEDAcodingschemetoidentifyhowmanytimesreasoningoccurredinchildren'sgroupworkduringsciencelessons.Sheusedliveobservationsofcertaingroupstorecordinstancesofreasoningoveraseriesofsciencelessons.Shefoundthatsomechildrencontributedreasoningfairlyoften,butothersdidn'treasonpubliclyatall.Shebegantoseeapatterninthatthe'groupleader'didmostofthereasoning.ThisenabledLilytothinkaboutwhatinterventionsshecouldmaketofacilitateallchildreninagrouptoreasontogetherwhensolvingproblemsinscience.
ExamplesofT-SEDAinuse
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PACKCONTENTS
TheT-SEDApackcontainsthesesections:
● SECTION1:Introduction.Containsanoverviewoftheapproachandtheunderlyingdialogicprinciples.
● SECTION2:CodingframeworkAlistandexplanationofdialoguecategoriesillustratedwithsamplepromptsandcontributions,plusmoregeneraldialogicclassroompractices.
● SECTION3:Developingdialogicpractice.Suggestionsforincorporatingdialogiclearningandteachingintopracticeandfordevelopingtheclassroomlearningenvironmenttosupportdialogue.
● SECTION4:Identifyingaims,interestsandinquiryfocus.IncludesadviceonchoosingspecificdialogiccategoriesfromtheT-SEDAframework(usuallyoneortwocategoriesatatime).
● SECTION5:Observationmethodsincludingtechnicalguidanceforaudio/videorecordingandtranscribing.
● SECTION6:Templatesforobservingandcoding.Includeslessonobservation(time-sampling;checklist;ratingscales).
● SECTION7:WorkedexamplesIllustratesteachers’codingandinterpretationofdialogueindifferentcontexts;includesteachers’findingsandnextsteps.
● SECTION8.Referencestootherresearchondialogueandlinkstorelatedresources.
Somepartsofthepackareseparatelydownloadableforprintingorediting;lookoutforthe icon.
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SECTION1:IntroductionWhatiseducationaldialogue?Educationaldialoguegrowsfrompeople’sactive involvement indeveloping ideastogether intalk.Theaimofthispack is tohelpyouevaluateandimprovethequalityoftheeducationaldialogueinyourclassroom.Educationaldialogueenablesteachersandstudentstothinktogetheranddeveloprelationshipsthatsupportcollaborativelearning.The Teacher Scheme for Educational Dialogue (T-SEDA) resource pack has been designed to support you in generating high quality educationaldialogueinyourclassrooms.Teacherscontinuouslyreflectonclassroomevents,howevertheyrarelyhavetheopportunityforfine-grainedsystematicobservation. TheT-SEDApackoffers you three tools thathavebeendesigned to support systematic observation anddetailed reflection. They arebasedonthelatestresearchfindingsabouttheimportanceofgeneratinghighqualityeducationaldialoguetohaveanimpactonchildren’sthinkingandattainment.
Tool1-ASelf-AuditGrid(Seepage8)Tool2-AReflectiveCycleofClassroomInquiry(Seepage10andSection3)Tool3-ACodingSchemethatisspecificallydesignedforinvestigatingclassroomdialogue(Section2)
Thispackincludesmuchinformationabouteducationaldialogueinlatersections.Someofthekeyideasandtoolsaresummarisednext:
1) Educationaldialogueandstudentlearning2) Self-audit:Howproductiveisthedialogueinmyclassroom?3) Reflectiveinquiryandteaching4) Analysingclassroomtalk:systematicobservationandcoding5) UsesoftheT-SEDApack6) Theimportanceofclassroomdialogue:furtherinsightsfromresearch7) Keepingeducationalgoalsinmind:workingwithteacherstodevelopT-SEDA
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1)Educationaldialogueandstudentlearning‘Dialogue’doesnot justmeananykindof talk. Indialogue,participants listen toeachother, theycontributebysharing their ideas, justifying theircontributions andengagingwithothers’ views. Inparticular theyexploreandevaluatedifferentperspectives and reasons.Relevantquestions andcontributions are linked between speakers, allowing knowledge to be built collectivelywithin a lesson or over a series of interconnected lessons.Althoughverbalinteractionsarecentral,dialoguecanbesupportedwithnon-verbalcommunication(e.g.gestures,facialexpressionandeyecontact)andbyusingvisualor technology resources.Silence,physicalmovement, classroomroutinesandethoscanalsobe importantaspectsofdialogue,framingandsupporting(orsometimeshindering)thespokenconversationthatisthemainfocusofthispack.Educationaldialoguetakesdifferentformswithstudentsofdifferentages,fromtheyoungesttooldest,anditcanbedevelopedindifferentareasoflearning.Somefeaturesofproductiveeducationaldialoguealreadyappearinmanyclassroomsbutsustainingproductiveeducationaldialoguetakestime.Itmightalsochallengeparticipants,especiallyiftheyarenotusedtoexpressingtheirviewsatlengthorhavingthemexaminedpublicly.Aseriesofresearchprojects*hasindicatedwhatkindsof‘talkmoves’facilitatehighqualityeducationaldialogueandlearning:
Whichtalkmovesarestronglyassociatedwithlearninggains?·elaboratingandbuildingonideas·invitationstoelaborateandbuildonideas·querying–i.e.respectfullychallengingandquestioningothers’views
Whicharethemostsupportiveelementsofdialogueattheclassroomlevel?
·activestudentparticipation–multiplestudentsgiveextendedcontributionsandengagewithothers’ideas·explicituseoftalkrules–groundrulessupportingdialogicpractices,negotiatedwithstudents
Thesefeaturesofproductivedialogueneedtooccurtogethertohaveasignificantimpactonlearning.Toomuchqueryingwithouttheothersupportiveelementscanevenhaveanegativeeffect!
*ThesefindingscamefromaprojectsupportedbytheUKEconomicandSocialResearchCouncil(ESRC)involvingdetailedanalysesof144lessonsby72teachersin48Englishprimaryschools(http://tinyurl.com/ESRCdialogue).
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2)Self-audit:Howproductiveisthedialogueinmyclassroom?Youmaywanttobeginbyconductingaself-audit.Bearinmindthatsometimesweunderstandauditstatementsdifferently.Forexample,agroundrule,suchas‘wealltrustandlistentoeachother’,carriesdifferentlayersofmeaningrelatingtothefollowingelements*:
● fosteringinterpersonalrelationships● hearingeveryone’sideas● learningfromeachother’sthinking
Thisself-auditcanbeausefultoolforreflectiontofocusyourinquiryandtomonitorwhathappensasyougoalong.Itcanbehelpfultorepeatit.Inlookingateachself-audititemyoumayaskyourself:WhatdothesemeaninmypracticeandhowdoIknowtheyareactuallyhappening?YourthoughtsaboutthiscanfeedintoyourReflectiveCycleofInquiry(seepage10andSection3)* This distinction between the three different layers and elements of classroom dialoguewas highlighted in a large-scalemixedmethods intervention study onclassroomdialogueinteachingscienceandmathematics(www.educ.cam.ac.uk/research/projects/episteme/).
As a first step, consider: what is your general impression of whether these three elements of dialogue are in balance in yourclassroom?Isoneemphasisedmorethanothers?Secondly,gointomoredetailbyusingtheself-audittable(page8)andratingthepointsthatapplytoyourclassroomas:(1)rarely(2)sometimes(3)usuallyFinally,lookbackatthethreeelementsaboveandconsiderwhethertheyneedrebalancing,andwhy?
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Self-Audit:Supportingdevelopmentofdialogueintheclassroom Reflectonlearningandteachinginyourclassroomandrateeachstatementusing:(1)rarely(2)sometimes(3)usually
Inmyteaching,doI…? Myrating
Inourclassroom,dowe…? Myrating
● valuestudenttalkinmylessonsandplanforittotakeplaceingroupsandwhole-classsituations
● ensurethateveryoneparticipatessometimesinclassroomdialogue,includingmyself
● takeaccountofchildren’sindividualneedsandinterestswhendevelopingdialogue
● encouragechildrentoberesponsiblefortheirownlearning(individuallyandcollectively)
● invitechildrentoelaborateandbuildontheirownandothers’ideas● invitechildrentogiveareasonfortheirideasandopinions● invitechildrentoaskeachotherquestionsabouttheirideas● supportchildreninarangeofwaystoenablethemtosharetheirideas,views
andfeelings● buildonchildren’scontributionstoadvancethedialogueusingmyown
subjectknowledgeandunderstanding● takerisksandexperimentbytryingoutnewdialogicteachingapproaches● listentostudents,givefeedbackandrespondinaconstructiveway● useclassroomresources,includingtechnology,indialogicwaystohelp
childrenintheirlearning
● createaninclusiveclassroomconversation
● trustandlistentoeachother● expressarangeofviews● challengeeachotherrespectfully● explainourreasoningclearly● havethewillingnesstosometimes
changeourminds● sometimescometoagreement● helpeachothertounderstandthingsin
anewway● buildnewknowledgetogether● extendandrefinewhatwealready
know● continueadialogueovertime,from
lessontolesson● realisewhatwestillneedorwantto
learnandhowwemightliketodoit
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3)Reflectiveinquiryandteaching
TheapproachesoutlinedintheT-SEDApackaregroundedinthebeliefthatreflectiveinquiryliesattheheartofteaching.Thiscaninvolveindividualself-reflection as well as collaborative professional development between teacher colleagues. Students are also part of this process andmay beencouragedtodiscusstheirownclassroomcommunicationandlearning.T-SEDAisparticularlysuitedtosituationswhenteachershaveidentifiedaparticularinterestinorconcernaboutclassroomtalkandlearning.Focusing‘inquiryquestions’andconductingashortclassroominvestigationcanhelpyoutargetattention,sharpenawarenessandbuildunderstandingofwhatis actuallyhappening in the fast-paced classroomsetting.Reflectingonobservational evidenceand furtherdiscussionwith colleagues can supportsubsequentdecisionmakingaboutsettingprioritiesforyourclassroomanddecidingwhetherandhowtointervene.This inquiryprocessresemblesschool-based action research, in which knowledge and understanding are developed through iterative cycles of planning, classroom trialling,observation,evaluation,andreflectionandmodification.Thiscycleshouldconnectwellwithotherprofessionalpracticesandapproachestoactionresearchthatyouarealreadyfamiliarwith.
The Reflective Cycle of Inquiry is intended to represent how the use of the T-SEDAmaterialsmay help you solve problems, building furtherunderstandingandgenerallyfollowingupyourinterestsinclassroomdialogue.AfullerversionofquestionstoaskateachpointcanbefoundlaterintheT-SEDApack(Section3).
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ReflectiveCycleofInquiry:focusingoneducationaldialogue
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4)Analysingclassroomtalk:systematicobservationandcodingToeffectivelyunderstandwhatishappeninginanytalksituation,ithelpstobreakdownindividualcontributionsandconsiderwhatfunctionstheyserve.Acodingschemecanbeaninvaluablewayofunderstandingrealexamplesofclassroominteractionsanddialogue.Thisprofessionaldevelopmentpackhasbeendevelopedfromresearchoneffectivelycodingclassroomtalktolookforevidenceof‘dialogicmoves’(seeSection2).
Systematiccoding:whatisit?Howdoweknowhighqualityclassroomdialoguewhenweseeit?Howcanwebesureourimpressionsaregroundedinactualinstancesofproductiveformsofinteraction?Acommonwaytotacklethisistocategoriseinteractionsystematically,or‘code’it,chunkbychunk,oftencodingeachspeaker’sturnseparately.Thismeanslookingatthefunctionsofeachcontributiontotheconversationmadebyteachersandstudents(e.g.invitingsomeonetoofferanopinion;askingaquestion;orstatingapoint).Researchersmaydeveloptheirownsetofcategories(scheme)forthisanalysis,ortheymayre-useoradaptone.Thentheysystematicallyapplytheschemeacrossalessonorparticularepisodestoseewhatfeaturesoftheinteractionarecommonlyoccurring.Lessonsmightbecodedlive,fromvideooraudiorecordings,orfromtranscriptsofthoserecordings(seeguidanceandexamplesinSections5and6).
Systematiccoding:whyuseit?Somebenefitsofcoding:
• Codingshowsupwhatthecasualobservermightnoteasilysee,especiallypatternsemergingacrosslessonsorepisodes;forexamplewhoisparticipatingmoreoftenandinmoredepth?
• Lotsoflessondatacanbehandledandboileddowntoshowthefrequenciesofkeycharacteristicsofthedialogue• Change(e.g.inteacherpractice,studentparticipationorlearning)canbechartedovertimeorstudentgroups/lessons/classroomscanbe
comparedusingaconsistentmeasure
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Systematiccoding:whatwillIneedtobecarefulabout?Codingalsohasitslimitations:
• Meaningsandintentionscanbeambiguousandcategoriesmaynotbestraightforwardtoapply• Codingtreatsturnsseparatelyandoutofcontext,sothattheoriginaltalkbecomesnolongervisible;itignoreshowcodesworkin
combinationandhowoneperson’scommunicationsinfluencethosefollowing(e.g.howarequestionsandsuggestionstakenupinthedialogue?Arestudentcontributionsself-initiatedorpromptedbyteachersand/orpeers?Aresomeopen-endedquestionsfailingtostimulatestudentstogiveelaboratedresponses?
• Codingthustellsuslittleabouttheunderlyingdynamicoflearninginthatclassroomandtheinstructionalstanceofateacher–howdialogicormonologicitis
• Startingwithcertaincategoriescanlimitobservationofotherformsofinteraction
Whatcanwedoabouttheselimitationsofcoding?Wecanseekrigourandusecomplementarymethodsinordertostrengthentheapproach…
● Forexample,tocaptureasupportiveclassroomclimatefordialogue-anethosofmutualtrustandrespect-requiresamuchbroader-grainedmeasurethancodingconversationalturns.Inourrecentlarge-scaleprojectweratedthestudentparticipationlevelacrosseachwholelessonusingasimple3-pointratingscale(seeSection2).
● Wecanexplorehowadialogueprogressesovertime(duringoracrosslessons)throughreadingitcarefullyandinterpretingtheinteractionsin
lightofthecodingpatternemerging.Thenwecanwriteanarrativeaboutthese,takingaccountofdifferentfactors,suchas:
○ howparticipantsstimulatefurthercontributionsbyothers○ significantfeaturesofthecontextincludingpedagogicalobjectivesandstrategies
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5)UsesoftheT-SEDApackThis pack aims to provide guidance for teacherswhowish to identify and fostermore dialogic interactions in thewhole class setting or betweenstudentsworkingingroups.Itisforprimary(elementary)andsecondaryschoolpractitionerstouseinanysubjectareaforprofessionaldevelopmentorasaresearchinstrument. Itmayalsobeusefulforstudentstomonitortheirownparticipationindialogue,anditcouldbeextendedtoapplytootherdialoguesinschools,suchasteachermeetings.Youcanadaptthematerialstothespecificneedsofyourownsettingandstudents.Youmightusethepackindifferentways,accordingtopurposeandopportunity.Teachers,otheradults(e.g.teachingassistants)andstudentscoulduseT-SEDAasatoolforself-reflectionandforobservationofpeers.Students'useofT-SEDAmayinmostcasesbeinitiatedandguidedbytheteacher,althoughtheteachermaynotbephysicallypresentoneveryoccasion.Specificdialoguecategories(seeSection2)canbechosenaccordingtoinquiryaims,interestsandneeds.
6)Theimportanceofclassroomdialogue–furtherinsightsfromresearchHereweexpandbrieflyonsomeofthepointssummarisedabove.Keyresearchreferencesareprovidedattheendofthepack.
There is an emerging consensus among researchers about the forms of classroom interaction that are productive for student learning. Inparticular,talkhasbeenhighlightedasthemaintoolthatteachersandstudentscanusetothinktogether.Usingwordswecandothingswithothers:wecaninvite,coordinateandquestion,aswellasdismissorhurt.Thus,notallformsoftalkareequallypowerfulforlearning,andby‘dialogue’wedon’tjustmeananykindoftalk.Indialogue,participantslistentoeachother,theycontributebysharingtheirideas,justifyingtheir contributions andengagingwith others’ views. In particular theyexplore and evaluatedifferent perspectivesand reasons. Purposefulquestionsandcontributionsare linked incumulativeknowledgebuilding thatcanhappen ina lessonor inseriesof interconnected lessons.Although verbal interactions are central, dialogue can be supported using visual or technology resources. Silence, physical movement,classroomroutinesandethoscanalsobeimportantaspectsofdialogue,framingthespokenconversationthatisthemainfocusofthispack.Educationaldialoguetakesdifferentformswithstudentsofdifferentages,fromtheyoungesttooldest,anditcanbedevelopedindifferentareasoflearning.Somefeaturesofproductiveeducationaldialoguealreadyappearinmanyclassroomsandtheycanbepromotedby
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deliberate questioning, practising and continuously reflecting on how talk is being used to learn. But engaging in productive educationaldialogue takes time and itmight challenge participants, especially if they are not used to expressing their views at length or having themexaminedpublicly.Thisiswhyitishelpfultoestablish‘groundrules’fordialogue.Someideasforimportantgroundrulesareindicatedintheself-audit(page8),butitisusuallyagoodideatodiscussthesewithstudentsandcreateabespokelistofgroundrulesthatisunderstoodandownedbyeachclass.Followingthisconceptionofdialogue,thecodingschemeintheT-SEDApackpresentsamenuof‘talkmoves’,plusfeaturesofamoregeneralclassroomethos that supportproductivedialogue.Thispackhighlights thoseelementsofdialogue thathavebeenshown inour large-scaleresearchtobestronglyrelatedtostudentlearninggainsinEnglishandmathematicsandattitudestoschoolandself-as-learner.Thedatacamefromdetailedanalysesof144lessonsby72teachersin48Englishprimaryschools(http://tinyurl.com/ESRCdialogue).Themain conclusion is that developing a supportive classroom ethos,with active participation ideally supported by talk rules in place,providesthefoundationfordialogueto flourish; then,specificmoves,especially thoserelatingtoelaboratingandbuildingon ideas,andquestioningandchallengingothers’ideas,arelinkedtolearning.Studentelaborationseemstobeparticularlyimportant.
Which talk moves are strongly associated with learning gains? • elaborating and building on ideas • invitations to elaborate and build on ideas • querying – respectfully challenging and questioning others’ views
Which are the most supportive elements of dialogue at the classroom level? • active student participation – multiple students give extended contributions and engage with others’ ideas • explicit use of talk rules – ground rules supporting target dialogic practices, negotiated with students
These features of productive dialogue need to occur together to have a significant impact on learning. Too much querying without the other supportive elements can even have a negative effect!
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These findings describe the quality of both teacher and student talk,which go hand in hand.We know that if teachers invite students toelaboratemore,forexample,thenstudentsdoso.‘Elaboration’–includinginvitationsandcontributions-isverystronglylinkedwithpositiveattitudestoschoolandtoself-as-learnertoo.
Insum,dialoguepromoteslearningacrossthecurriculum,thedevelopmentofreasoningskillsandcommunicationskills,andmorefavourableattitudestoschoolandlearning.Also,itenhancesstudents’roleinlearning,boostingownershipandengagement.Ourownstudyshowedthatveryfewteachers(lessthan20%)introducedorreferredtotalkrules/groundrulesforeffectiveinteractionandlearningwithothers.
• Whentalkruleswereevident,thiswaslinkedtomorepositivestudentattitudestoschool.• Whenuseoftalkruleswascombinedwithalotofelaboration,thiswaslinkedtosignificantlybetterresultsinmathematics.• Whereitwascombinedwithquerying,itenhancedreasoningskills.• In small group work where students participate equitably and work well together on their own, their academic attainment in
mathematicsandEnglish(spellingandgrammar)improves.Thesefindingsmostlyconcerndialogueincontextswheretheteacherwaspresent(interactingwithclass,grouporindividual).Werecognisethateffectiveteachingcontainsawiderepertoireofdifferentstrategiesthatareusedappropriatelyanddialogueisonlyoneofthose;notallclassroominteractionswill(norshould)bedialogic.However,researchshowsthatdialogicteachingisrareinmanyclassrooms,andthereareopportunitiesacrossthecurriculumtodevelopdialogiclearningandteaching.
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7)Keepingeducationalgoalsinmind:workingwithteacherstodevelopT-SEDATheteamthatisdevelopingT-SEDAincludespractisingteacherswhoareinvolvedintriallingthematerialsintheirschools.Itishopedthatdevelopingandusing T-SEDAwill support sharing of alternativeways of collecting evidence about the nature andoutcomesof classroomdialogue. Thismayinclude its potential uses formany educational purposes, including the development of knowledge and understanding across the curriculum, theenhancementofclassroomrelationshipsandequity,andtheassessmentof,andfor,studentoracyandlearning.Teachersinseveralcountriesandworkingwithdifferentagegroupshavenowtriedoutthepackandtheirfeedbackhashelpedtorefineit.Furtherfeedback,classroomexamplesandsuggestionsfromanyteachersinterestedintryingoutthematerialsaregreatlywelcomed(Contactusat:T-SEDA@educ.cam.ac.uk)AnexamplefrompracticeT-SEDAisintendedtohelpinbridgingresearchandpractice.Forexample,theself-audittool(page8)hasbeenadaptedfromthe‘dialoguetable’onthenextpage,whichconciselysummarisesoneteacher’sviewaboutwhathappensinadialogicclassroomandwhatdialogicactivitycouldleadto.ItwasauthoredbyDianeRawlins,oneofourteacherco-researchersinCambridge.*ThefirstandsecondcolumnsinDiane’stablearereflectedintheself-audittoolgivenearlier.Butwhataboutthethirdcolumn,omittedfromtheself-audit,thatshowsthegoals–i.e.whatdialogicactivitycouldleadto.DoesyourownperspectiveonthegoalsofdialoguematchDiane’s?*Derived from work carried out as part of an Economic and Social Research Council Fellowship (grant no. RES063270081).
Couldyouaddyourownthirdcolumntotheself-audittool(page8),showingwhatyourowneducationalpurposesare?-Istheethosinyourclassroomsupportiveofdialogue?Whendoesitapproachtheideal?-Whatareyourwiderlong-termpurposes?-Howwillenhancingthedialogueinyourclassroomalsohelptoachieveyourwidergoals?
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Diane’stable:Supportingdevelopmentofdialogueintheclassroom
Inmyclassroom,we… Youwillseeus… Sothatwecan…
• respect,trustandlistentoeachother
• ensurethateveryoneparticipatessometimes
• takerisksandexperimentbytryingoutnewteachingapproaches
• encouragechildrentoberesponsiblefortheirownlearning
• usegoodsubjectknowledgeandawarenessofourchildren’sneedstohelpususechildren’scontributionstoadvancethedialoguetakingplace
• supportchildreninarangeofwaystoenablethemtosharetheirviewsandideas
• inviteotherstoelaborateandbuildontheirownandothers’ideas
• valuetalkinourlessonsandplanforittotakeplace
• arewillingtosometimeschangeourminds
• continueadialogueovertime,fromlessontolesson
• sharing,comparing,discussing,commentingonandexploringdifferentviewsandideas
• askingeachotherquestionsandqueryingtheanswerssometimes
• showingthatweconsiderotherpeople’sviews
• sometimestryingtoreachasharedunderstandingbyelaboratingandbuildingonwhatpeoplesay
• givingfeedbackandrespondinginahelpfulway;beinga‘criticalfriend’
• givingextendedcontributions,notjustshortones
• usingwhatwealreadyknowtohelpus
• reasoningandthinkingaloud
• tellingeachotherwhatwehavelearntwhenwehavebeenthinkingbyourselves
• usingclassroomresources,includingtechnology,indifferentwaystohelpusinourlearning
• sayingwhyweagreeordisagreewithanidea
• createaninclusivelearningenvironment
• realisewhatwestillneedorwanttolearnandhowwemightliketodoit
• extendandrefinewhatwealreadyknow
• explainourreasoningclearly
• helpeachothertounderstandthingsinanewway
• cometoagreement
• expressarangeofviews
• buildnewknowledgetogether
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Supportingthedevelopmentofdialogueinmyclassroom
Inmyclassroom,we…
Youwillseeus….
Sothatwecan,,,,
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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SECTION2:Codingframework TheT-SEDAcodingframeworkcomprisestwoparts.Thefirstonefocusesonturn-by-turnanalysisofdialogue,andthesecondonecapturesdialogicpracticesacrossawholelessonorepisode.
a. Codingcategoriesforturn-by-turnanalysis
Thecategoriesbelowcanbeusedtoanalysetalkturnsinordertounderstandthefunctionsofeachcontributiontothedialogue.Sometimes,morethan one code can occurwithin a turn or even a sentence. Guidance about how the framework can be used follows in the next sections of thisresource.This frameworkhasbeenadapted fromtheCam-UNAMSchemeforEducationalDialogueAnalysis (SEDA)1collaborativelydevelopedandtestedbytwolargeresearchteamsinMexicoandUK(asdescribedbyHennessyetal.2016).
Keydialoguecategories
CODINGCATEGORIES CONTRIBUTIONSANDSTRATEGIES Whatdowehear?
IEL–InviteelaborationInviteelaboration,buildingonorclarifyingownorothers’ideas
● invitetoelaborateorbuildon
ownorothers’ideas● invitetoclarifyacontribution● invitetoagree/disagree,
compareorevaluateothers’ideasorviews
PossibleKeyWordstolookfor:‘What?’‘Tellme’,‘Canyourephrasethis?’‘Doyouthink?’‘Doyouagree?’Examples:Whatdoyoumean?Tellmemore…Cananyoneaddtothat?Canyougiveanexampleofwhatyousaid?IsyourideasimilartoManuel’s?WhatdoyouthinkaboutMaria’sidea?DoyouagreewithwhatChrisjustsaid?
1SEDA(©2015;pronounced“Sedda”asinSpanish)wasdevelopedbyaresearchteamfromtheUniversityofCambridge,UK,andtheNationalAutonomousUniversityofMexico,ledbySaraHennessyandSylviaRojas-Drummond.The3-yearprojectwasfundedthroughtheBritishAcademyInternationalPartnershipandMobilityScheme.TheoriginalSEDAhas33codingcategoriesorganisedin8clusters.Ithasbeencondensedandreformulatedtocreatenewformsoftheschemefordifferentresearchpurposes(e.g.theESRC-fundedclassroomdialogueproject:http://tinyurl.com/ESRCdialogue).ThefulloriginalSEDAschemeandfurtherinformationabouttheresearchareavailableathttp://tinyurl.com/BAdialogue.
So,howcantheT-SEDAcodingframeworkhelpmetoevaluatethequalityofdialogueinmyclassroom?
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CODINGCATEGORIES CONTRIBUTIONSANDSTRATEGIES
Whatdowehear?
EL–ElaborateideasElaborate,buildonorclarifyownorothers’ideas
● buildonownoranother’sideas
byaddingsomethingnew● clarify,elaborate,extend,
reformulateownoranother’sideas
● evaluatepreviousideas
PossibleKeyWordstolookfor:‘it’salso’,‘thatmakesmethink’,‘Imean’Examples:Kate’sideamademethinkaboutwhythecharacterwoulddothat.
I’vegotanideathatno-onehasmentionedyet…
WhatImeantearlierwas…
MyideawassimilartoJose,Iwrotethatflowerswouldmakethebestpresent
Q–QueryingQuestioning,disagreeingwithorchallenginganidea
● Statingfullorpartial
disagreement● Doubtinganidea● Challenginganidea● Rejectinganidea● Indicatingthattwoormore
ideasthathavebeenexpressedareindisagreement
PossibleKeyWordstolookfor:‘Idisagree’,‘No’,‘But’,‘Areyousure…?’Examples:I’mnotsureitwillfloatactuallyIdon’tthinkthat’sright,Ithink....Areyousuretheseanglesarethesame?Butthenthatwouldn’thappenif…That’spartiallytrue,butnotwhen…Idon’tagreewiththatatallIt’snotVictorianLondonthoughNo,Ithinkthatotherone
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Somefurthercategoriestoconsider
CODINGCATEGORIES CONTRIBUTIONSANDSTRATEGIES Whatdowehear?
IRE–InvitereasoningInviteotherstoexplain,justify,and/orusepossibilitythinkingrelatingtotheirownoranother’sideas
● invitetoexplain,justify,drawon
evidence,makeanalogies,makedistinctions
● invitetopredict,hypothesise● invitetospeculate,exploredifferent
possibilities
PossibleKeyWordstolookfor:‘Why?’,‘How?,‘Doyouthink?’Examples:Howdidyouarriveatthatsolution?Whatwould/could/mighthappenif...?Canyouimaginethat…?Whichobjectsdoyouthinkmightfloat?Whydoyouthinkthatwas?(inrelationtoastatement/observation)Whydoyouthinkthatwouldbe?(inrelationtoastatement/observation)Howdoyouknowthat?Chloesaysxis2.Howdoweknowthatshe’scorrect?WhocantellmewhytheymightagreewithJoe?
R–MakereasoningexplicitExplain,justifyand/orusepossibilitythinkingrelatingtoownoranother’sideas
● explain,justify,drawonevidence,
makeanalogies,makedistinctions● predict,hypothesise● speculate,exploredifferent
possibilities
PossibleKeyWordstolookfor:‘Ithink’,‘because’,‘so’,‘therefore’,‘thus,’‘inorderto’,‘if...then’,‘not...unless’,‘it’slike...’,‘imagineif...’,‘would’,‘could’or‘might’
Examples:Ithinkthewoodwillfloatbutnotthemetal.Theicecapsmeltingby10%supportstheglobalwarmingtheory.Ifchildrendon’thavetogotoschooltheywouldn’tlearnmathsproperly.IfIchosethefirstalternativeIwouldbesafer,butifIchoosethesecondoneIcouldeventuallyhavegreatergains.Ithinktheauthormightbereferringtofeelingswhenhewritesaboutwater.
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CODINGCATEGORIES CONTRIBUTIONSANDSTRATEGIES Whatdowehear?
CA-CoordinationofideasandagreementContrastandsynthesiseideas,expressagreementandconsensus
● agreeexplicitlywithanideaoraview● evaluatedifferentideasby
comparing/contrasting/critiquingthem
● judgethevalueofanidea/artefact● explicitlyacknowledgeashiftof
position● proposetoresolvedifferencesand/or
agreeasolution● synthesise,generalise
PossibleKeyWordstolookfor:‘Iagree’,‘Ichangedmymind’,‘tosumup…’,‘So,weallthinkthat…’Examples:IagreewithX…because…Yes,Lucyisrightbecause...ElainecameupwithmoreevidencethanTim,shewasmoreconvincing.Ithinkweagreethatasuspensionbridgewouldworkbest.
Iseewhatyoumean,OptionCisprobablyright,notB.
Theyarebothsayingthesamethingbecause…
RD–ReflectondialogueoractivityEvaluateandreflect“metacognitively”onlearningactivity
● talkabouttalkorprocessesof
dialogue● invitetalkabouttalkorprocessesof
dialogue● reflectonpurposes/processes/
value/outcomeoflearningactivity● invitetoreflectonpurposes/
processes/value/outcomeoflearningactivity
PossibleKeyWordstolookfor:‘dialogue’,‘talking’,‘sharing’,‘collaborating’,‘groupwork’,‘pairwork’,‘task’,‘activity’Examples:Ilikesharingideasbecauseitcangiveusnewideasforourwriting.They(talkingandlistening)kindofgotogether,don’tthey?It(dialogue)workswheneveryoneistalkingabouttherightthingSo,thinkingaboutourgroundrulesfortalkingintheclassroom...Inyourgroupcanyouthinkaboutwhatmakesdialoguework?Icanseeyouwerelisteningtoeachothercarefully.
Whatchangedyourmind,andwhy?
Howdidyoufeelaboutbeingina‘note-taker’roleinyourgrouptoday?
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CODINGCATEGORIES CONTRIBUTIONSANDSTRATEGIES Whatdowehear? C–ConnectMakepathwayoflearningexplicitbylinkingtocontributions/knowledge/experiencesbeyondtheimmediatedialogue
● referbacktoearliercontributionsor
flagupforthcomingrequests● referforwardorbacktorelevant
activityorartefactsrefertowidercontextsbeyondtheclassroomortopriorknowledge/experiences
PossibleKeyWordstolookfor:‘lastlesson,‘earlier’,‘remindsmeof’,‘nextlesson’Examples:It’slikewhenwedid/learnt…Whorememberstheexperimentwedidwithkeepingplantsinthedark?AttheendofthelessonI'mgoingtoaskyoutowritedownwhatyouthinkhappenedandwhy.Whohasvisitedthesciencemuseumandcantelluswhatthey’veseen?IknowalotabouthorseridingbecauseIhavemyownhorse.Doyouthinkyoumightfindsimilarcreaturesinthesoilinyourowngarden?Haveyouseenanythingonthenewsthatreferstoweatherorclimate?
G–GuidedirectionofdialogueoractivityTakeresponsibilityforshapingactivityorfocusingthedialogueinadesireddirectionoruseotherscaffoldingstrategiestosupportdialogueorlearning(Thisgeneralcategorycapturescontributionsthatsupporttheflowofdialogueandmayenhancestudentparticipation)
● encouragestudent-studentdialogue● offerthinkingtime● proposepossiblecoursesofactionor
inquiryusestrategiesthatrespondtolearners’levelsofunderstandingsuchas:provideinformativefeedback,feedin/highlightideas,focusattentiononkeyconceptsortaskelements,stimulatewider/deeperthinking,introduceauthoritativeperspective,e.g.technicaltermsorfactstoclarifyconfusedthinking
PossibleKeyWordstolookfor:‘Howabout’,‘focus’,‘concentrateon’,‘Let’stry’,‘nohurry’Examples:So,inanswertothequestion,whathaveyoufoundout?Areyouthinkingabout...?Don’tworry,haveago...Let’stryaddingupinstead!Takeyourtimeandletmeknowwhenyou’vethoughtofanything.Whydon’tyouexplaintoKellywhatwearedoing?Inpairscanyoudiscusswhichofthesesourcesyouthinkisthemostreliableaccountofthebattle?WhatwouldNewtonsay?Trytomakemoreeyecontactsoyoucanengagetheaudiencemore.
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CODINGCATEGORIES CONTRIBUTIONSANDSTRATEGIES Whatdowehear?
E–ExpressorinviteideasOfferorinviterelevantcontributionstoinitiateorfurtheradialogue(onesnotcoveredbyothercategories)
● inviteopinions,ideas,beliefsorexampleswithoutreferringbackorelaboratingandbuildingonpriorcontributions,typicallybyopen,generalquestions,orbydrawingmorepeopleintotheexchangewithoutexplicitlyinvitingthemtobuild/reason/coordinate/query
● makearelevantcontribution,includingshortresponsestoclosedquestions;plenaryfeedback;relevantideasnotexplicitlylinkedtopreviouscontributions
PossibleKeyWordstolookfor:‘Whatdoyouthinkabout…?’,‘Tellme’,‘yourthoughts’,‘youropinion’,‘yourideas’Examples:Whatdoyouthink,Maria?Whatdoyouthinkisreallyimportantinthistext?Canyouidentifysomekeywordsandunderlinethemontheboard?Arethereanymoreideasonthat?Howmanyfour-leggedanimalscanyouname?Whatdoyouknowabouthowelectricityworks?Let’sbrainstorm…
b. Dialogicpracticesacrossawholelessonorepisode
Thefollowingpracticeshavebeenidentifiedasparticularlysignificantforstudentlearning:talkrulesandstudentparticipation.
TalkrulesStudentsoftenfindithardtotalkandworkwelltogether.Theyneedtobetaughthowtodothiseffectively.Thismeansfollowingasetofexplicitgroundrulesandusingthebestonesforthetask.Groundrules–or"talkrules"–areideallyconstructedbyateacherandtheclasstogetherratherthanimposed.Herearesomeexamples:
WelistentoeachothercarefullyanddonotinterruptWeshareallourideaWeaskeachother'Whatdoyouthink?'and'Why?'WethinkaboutwhatwehearWesayasmuchaswecan,takingturnsandfollowingon
Asetoflessonplansforsettinguptalkrules/groundrulescanbefoundat:https://thinkingtogether.educ.cam.ac.uk/resources/
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StudentparticipationTalkrulessupportactivestudentparticipation,whichinvolvesmultiplestudentsgivingextendedcontributionsandengagingwithothers’ideas.Thistabledescribeslevelsofteacherdirectionandstudentinvolvementinkeyaspectsofdialogicpractices.Thiscanbeusedasaratingscaleforanepisodesorwholelesson(seeSection6formoredetails).
DialogicPractice Notevident Teacher-led Teacher-ledwithstudentinvolvement
Talkrules Noexplicitfocusongroundrulesfordialogueordialogicpracticesisapparent
Theteacherintroduces,modelsorremindsstudentsoftargetdialogicpractices,e.g.groundrulestobefollowed,inclusiveturntaking.
Teacherandstudentsorstudentsthemselvesnegotiatetargetdialogicpractices,e.g.groundrules,perhapsalongwithreminders/modelling.
Itmayalsoincludestudentsbeinggivenortakingresponsibilityformanagingthedialogue,aswellasstudentsbeinginvolvedinevaluatingeffectivenessofdialogicpractices.
Student
participationPublicexchangesinwhole-classsituationorgroupworkconsistinteacherquestioningandsuccinctstudents'contributions
or
Studentsdon'thaveopportunitiestodiscusstheirideaspublicly
Studentsexpresstheirideaspubliclyatlengthinwhole-classsituationandgroupwork,buttheydon'tengagewitheachother’sideas
Multiplestudentsexpresstheirideaspubliclyatlengthinwhole-classsituationandgroupwork
AND
Indoingso,theyengagewitheachother’sideas,forexamplebyreferringbacktotheircontributions,challengingorelaboratingonthem(e.g.‘It’sabitlikewhatShootlesaidbut….’,‘Samhadsuchagreatidea,look[demonstrates]’).Thisincludesspontaneousorteacher-promptedparticipation.
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Developingdialogicpractice&
Identifyingaims,interestsandinquiryfocus
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SECTION3:Developingdialogicpractice
TheapproachesoutlinedintheT-SEDApackaregroundedinthebeliefthatreflectiveinquiryliesattheheartofteaching.Thiscaninvolveindividualself-reflection as well as collaborative professional development between teacher colleagues. Students are also part of this process andmay beencouragedtodiscusstheirownclassroomcommunicationandlearning.TheT-SEDAisparticularlysuitedtosituationswhenteachershaveidentifiedaparticularinterestinorconcernaboutclassroomtalkandlearning.Focusing‘inquiryquestions’andconductingashortclassroominvestigationcanhelptotargetattention,sharpenawarenessandbuildunderstandingofwhatisactuallyhappeninginthefast-pacedclassroomsetting.Reflectingonobservationalevidenceandfurtherdiscussionwithcolleaguessupportssubsequentdecisionmakingaboutsettingprioritiesanddecidingwhetherandhow to intervene. This inquiry process resembles school-based action research, in which knowledge and understanding are developed throughiterativecyclesofplanning,classroomtrialling,observation,evaluation,andreflectionandmodification.The reflectivecycleof inquiryon thenextpage is intendedto representhowuseof theT-SEDAmaterialsmaycontribute tosolvingproblems,buildingknowledgeandgenerallyfollowingupinterestsinclassroomdialogue:AblankformofthereflectivecycleisincludedinAppendix1fordevelopingyourowncycle.Acompletedreflectivecyclecanbeaneffectivewayofsharinginvestigationfindingswithcolleagues.
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ReflectiveCycleofInquiry:focusingoneducationaldialogue
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SECTION4:Identifyingaims,interestsandinquiryfocusTeachers, other adults (e.g. teaching assistants) and students themselvesmight use the T-SEDA pack in differentways, according to purpose andopportunity.Possibilitiesinclude
• videoingownlessonandanalysingownteachingtoauditcurrentpractice,orchartchangeovertime(seeSection5)• observingteachercolleaguesandgivingfeedback(seetablebelowandSection3)• analysingstudents’collaborationorreasoningskillsandsupportingtheirdevelopment(seetablebelowandSection3)• self-assessmentofteacherdiscussions(e.g.during‘lessonstudy’conversations)(seetablebelowandSection3)• engaginginschool-basedenquiryandinwiderresearchnetworkswithschool/universitycolleagues(seetablebelowandSection3)
TeacherswhohaveworkedwithT-SEDAhaveinquiredintodifferentaspectsofdialogue.Areasofinterestinclude:
● students’reasoninginsecondaryschoolhistoricalinvestigation;● younglearners’grouprolesin‘thinkingtogether’activities;● students’equitableparticipationinprimarysciencegroupwork;● teachers’‘lessonstudy’discussions;● teachers’peerlessonobservationsandprofessionaldevelopment
Onewaytoconsidertherangeofpossibilitiescanbeseeninthetablebelow ,withsomeexamplesofgeneralinquiryquestionsthathighlightthecoreelementsof‘Elaboratingandbuildingon’and‘Queryingandchallenging’inthecontextofactiveparticipationandtalkrules.
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INQUIRYTYPE SAMPLEPURPOSEFORINQUIRY SAMPLEFOCUS&INQUIRYQUESTIONS
Observationofotherteachers
Toseeiftalkrulestopromotedialogueareinplace
ToidentifyhowstudentsaresupportedtoelaborateandbuildonideasToseehowtheteacherhelpsstudentstoengageproductivelyinqueryingToseewhetherthereisasupportiveatmospherefortriallingandevaluatingideas
Aretalkrulesnegotiatedduringthelesson?Ifnot,aretalkrulesmentioned?(Talkrules)
Dostudentsandtheteacherappeartoobservetalkrulesorroutinesthatbenefitdialogue?(Talkrules)
Istheteacheraskinglearnerstoevaluate,elaborateorcommentonothers’positions?(IEL–Inviteelaboration)Dostudentsfeelcomfortableandconfidenttoexpress,queryandchallengeideas?(EL-ElaborateandQ-Querying)Dotheyneedamoresupportiveclassroomethos?Istheteacherdrawinginmorereticentstudents?(Studentparticipation)
Observationofstudents
Toinvestigateifstudentsareelaboratingandbuildingoneachother’sideas.
Toobservewhetherideasarebeingchallengedproductivelyandrespectfullybystudents
Togaugelevelsofactivestudentparticipation.
Toseeifanystudentsaremarginalisedorexcluded
Howarestudentsreactingtoinvitationstobuildoneachother’sideas?(EL–Elaborate)Dostudentsinviteotherstobuildonideas?(IEL–Inviteelaboration)Dostudentsrespectfullychallengeorquestionothers’ideas?(Q-Querying)Domultiplestudentsmakecontributionstodialogue?(EL–Elaborate)Dostudentsinitiateinteractionsandspeakdirectlytoeachotherwithoutalwaysaddressingtheteacher?(StudentParticipation)Whatare‘quietstudents’anddisengagedstudentsactuallydoingduringclassroomorgroupdiscussion?(StudentParticipation)
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INQUIRYTYPE
SAMPLEPURPOSEFORINQUIRY SAMPLEFOCUS&INQUIRYQUESTIONS
Teacherself-reflection&professionaldevelopment
Toself-assesshowIamhelpingstudentstolearnthroughdialogue
ToexplorehowelaboratingandqueryingindialoguecanbesupportedToassesshowtalkrulesarebeingtakenupbytheclassandmyselfToidentifybarrierstodialogiclearningandteaching
DoIactivelybuildonlearners’ideas?(EL)
DoIexplicitlyencouragestudentstoexpressdisagreementsorchallenges?(Q)
DoIdrawinmorereticentstudents?(StudentParticipation)
Inwhichsubjectsandactivitiesdostudentsqueryorchallengeeachothermoreeasily?Howcouldthisbefurtherdeveloped?(Q)
Whichtalkrulesarebeingsuccessfullyimplemented?Arethereareasinwhichweneedtoimprove?
WhatstrategiescanIusetofindagoodbalancebetween‘elaborating’and‘querying’inwholeclassdialogue?
Students’selfreflection Forstudentstoinvestigatehowtheycanbetterengagewiththeirclassmates’ideas
Toassiststudentsinreflectingontheirparticipationinclassroomdialogue
Arewelisteningandtakingaccountofeachother'sideas?(EL)Dowedevelopwhatothershavesaid,insteadofjustwaitingtosaywhatwethink?(EL)Whenwedisagreewithsomeoneelse’spointofview,dowesayitrespectfully?(Q)Ifwedon’tdisagreewitheachotherpublicly,whydowethinkthisishappening?(Q)
Areourtalkrulesworkingwellfordifferentsubjectsandactivities?Areweallstickingtothem?
Other e.g.multi-professionalcaseconferenceor
teacherteammeeting/lessonstudydiscussion...
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ChoosingyourfocusandinquiryquestionsMostinvestigationswillfocusinquiryquestionsonspecificelementsofdialogue,dependingontheparticularinterestorconcern.Wesuggestthatinquiriesthatfocusonclassroomdialogueandlearningcouldtakeaccountoftheresearchresultsthatpointtotheessentialcombinationoftheseelements:StudentParticipationandTalkRules,IEL(InviteElaboration)andEL(Elaboration),andQ(Querying).Formaximumbenefittolearning,allofthesewouldbeaddressed.Asastartingpoint,youmightselectone(ormore)element(s)forsystematicinquiry.Forexample:
• Ifthereisaconcernaboutequitableparticipationingroupwork,thenitcouldbeaprioritytofocusinquiryonencouragingqualitystudent-studentdialoguethroughintroducingTalkRulesandsupportingactiveStudentParticipation.
• Ifstudentsseemtobeconfidenttocontributeinclassbuttheyrarelybuildonothers’ideas,thenaninquirycouldtargetEL.• Theinquiryfocusmightcallforincludingothercodingcategories.Ifstudentshavebeenworkingonproblemsolvinginmathematicsthena
focusonthecategoriesQtogetherwithR(Reasoning)couldbedeveloped.Itislikely,also,thattheinquiryfocuswillchangeovertime.Thiscouldhappenbecauseinterestshiftsfromoneclassroomconcerntoanother,orperhapsbecauselearningobjectiveschange.Itcouldalsooccurbecausethereisasequencedlogictochoosingthecategoriesfordifferentphasesofinquiry.Forinstance,ateacherwhoisconcernedaboutthequalityofwhole-classdialogueinplenarysessionsmightstartwithaninquiryquestionfocusedontheoverallqualityofQ(Querying)evidentintheclassdiscussion,beforemovingontoinvestigatelevelsofindividualstudentparticipationinthiscontext.Dependingontheresults,thiscouldthenbefollowedbycloseobservationofhowstudentselaborateandbuildoneachother’sideas,howtheychallengeotherviewsandhowtheyconnecttheirlearningtowidercontextsbeyondthelesson.
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ResearchEthicsTheT-SEDAprofessional learningpack is intendedtosupport teachers' reflective inquiry,withtheaimofenhancingclassroomdialogue. As inanyformofprofessionalactivitytherearesomegeneralethicalconsiderationsforusingT-SEDAtoinvestigatedialogueinschool.
Many schools and other educational organisations produce comprehensive ethical guidelines. For instance, educational researchers in Britain areexpected to abide by ethical guidelines issued by the British Educational Research Association (https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf).
Thefollowingfiveprinciplesofresearchethics2havealongandimportanttraditionineducationalresearch,includingschool-basedinquiries:
•PrincipleOne:Minimisingtheriskofharmandmaximisingbenefits
•PrincipleTwo:Obtaininginformedconsent
•PrincipleThree:Protectinganonymityandconfidentiality
•PrincipleFour:Avoidingdeceptivepractices
•PrincipleFive:Providingtherighttowithdraw
Minimisingtheriskofharm
School-basedinvestigationcanhaveunintendedharmfulconsequences,suchas:
•Physicalharmordiscomforttoparticipants(studentsandstaff)
•Psychologicaldistressanddiscomfort
•Socialdisadvantage
•Lackofprivacyandanonymity
2 See article by Jim Parsons, University of Alberta: http://www.teacherresearch.ca/blog/article/2015/05/30/264-an-introductionreview-of-action-research-and-its-ethical-practices
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Sotheriskofharmshouldbeminimised.Tominimisetheserisks,researcherscommonlyfindwaystofollowPrinciplesTwotoFiveabove,withregardtoinformedconsent,anonymityandconfidentiality,avoidingdeceptionandrighttowithdraw.TheseethicalconcernsalsoneedattentioninusingT-SEDA,althoughpracticaldecisionsabouthowtoproceeddependonthecircumstances.Forinstance,ifT-SEDAisbeingusedaspartofordinaryclassteachingthentheneed forstudents tosigna formalconsent form isunlikely.Theprofessionalprinciplesandresponsibilitiesofgoodteachingcannormallyleadtheway,butawarenessoftheseethicalprinciplescanhelpinrespondingtoanytensionsordilemmasthatmayariseinusingT-SEDAtoimprove learning and teaching in school. It is important to consider a rangeof classroomdynamics including issues of inclusion (e.g. for studentsidentifiedashavingspecialeducationalneedsanddisabilities),andotherrelevantsocialandculturalfactorsandpractices.
QuestionstoconsiderfortheethicaluseofT-SEDA
Asteachers,ourprimaryresponsibilityistoourstudents.T-SEDAinquiryisintendedtohaveapositiveeffectforstudentsandstaff,butitisimportantalsotojudgewhetheritsuseisnegativelyaffectingparticularlessons,meetingsorotheractivities.
ThefollowingquestionshavebeenadaptedfromZeni’s(1998,2001)3workandactasconsiderationsforself-reflection.Althoughmostdonotcallforspecificaction,theyarepointstoconsiderandtotalkthroughwithtrustedcolleagues.
1. Whatindividuals,groups,orcommunitiesdoyouplantoengageatthispointinyourT-SEDAstudy?Whataretheagesofthoseinvolved?Whyhaveyoumadethesedecisions?
2. HowmightexistingpowerrelationsandpoliticalinfluencesaffecttheT-SEDAinvestigation?Whoseviews(e.g.students,parents,colleagues,seniorleaders)couldbeinfluentialorunnoticedinthisrespect?
3 References Zeni, J. (1998) A guide to ethical issues and action research, Educational Action Research, 6(1), 9-19, DOI: 10.1080/09650799800200053 Zeni, J. (2001) A Guide to Ethical Decision Making for Insider Research (Epilogue), Ethical Issues in Practitioner Research, accessed from http://www.nwp.org/cs/public/print/resource/309
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3. Mightanynegativeorembarrassingdataemergefromyourinquiry?Mightanyonebeharmedpersonally?Whatprecautionscanyoutaketoprotectyourstudents?
4. Whatarethepossiblebenefitsofyourinquirytostudents,teachers,otherparticipants,ortotheprofession?
5. Howwillyouexplainyourinquiryprojecttoyourstudents,totheirparents,andtootherteachersandadministrationinyourschool?Whatdo
yourstudentsknowofthisproject?Whataretheriskstothemortheirfamiliesoftheirknowing(ornotknowing)whatyouwriteorcollect?Canyouexplainyourdecisions?
6. Howwillyouprotecttheprivacyandotherpersonalrightsofstudents,teachers,parents,andotherparticipants?Willyouusepseudonyms?
Whenyoushareyourfindings,whatmightyoudotoensureanonymityandconfidentiality?7. Wherewillyoustoreandcatalogueyourdataduringandafterthestudy?Whowillhaveaccesstoyourdata?Whatprecautionsshouldyou
takewithyournotesanddata?
8. What data should you credit to others?Might any of your data be considered the property of others? If so, how can you arrange withcolleaguesorparticipantsforcreditorrecognition?
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Observationmethods
and
Templatesforobservingandcodingdialogue
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SECTION5:ObservationmethodsincludingtechnicalguidanceforrecordingandtranscribingThis section aims to help teachers select an observationmethod appropriate for their purposes and situation by highlighting the advantages anddisadvantagesofdifferentmethods.Italsoofferssometechnicalguidanceforaudio/videorecording.
1. Observationmethods-potentialadvantagesanddisadvantagesTheinitialdevelopmentoftheT-SEDAmaterialsinvolvedatrialprocesswhichcomparedthefollowing:
A. Livecoding(i.e.simulated‘live’watchingavideoofclassroomgroupwork)
B. Audio-recording+selectivetranscribing(listeningtothesamevideo)
C. Video-recording+selectivetranscribing(watchingandlisteningtothesamevideo)
Asaresult,thefollowingadvantagesanddisadvantageswerenotedforeachmethod:
LIVECODING AUDIO-RECORDINGPLUSSELECTIVETRANSCRIBING
VIDEO-RECORDINGPLUSSELECTIVETRANSCRIBING
Advantages
● Visualrepresentation–beingabletoseebodylanguageaddstoourunderstandingofbothdialogueandclassroomrelationships,asdoesinteractionwithdigitalorphysicalartefacts/resources
● Levelofdetailoftranscriptallowsformoreprecisecoding,consideringclustersrelyonlanguage
● Allowsrevisitingpreviouscontributionstoidentifyconnections
● Levelofdetailoftranscriptallowsformoreprecisecoding,consideringclustersrelyonlanguage
● Allowsrevisitingpreviouscontributionstoidentifyconnections
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● Inpracticaltermsthismethodcanbeusedmoreoftenthananyothermethod.
● Itdoesnotchangetheenvironmentforthestudentssoitcancapturenormalbehaviour.
● Allowspausingandthuscoderthinkingtime
● Allowsapplicationofmorecodes(evenalleightclusters)andrepeatediterationsifdesired.
● Facilitatesidentifyingopportunitiesforteacherintervention.
● Allowspausingandthuscoderthinkingtime
● Re-enactingclassroomconditionsandthusgivingamoreaccuraterepresentationofclassroomevents.
● Capturingnonverbalparticipationandphysicaldomination.
Disadvantages
● Speedofeventsmightleadtoinaccurateobservations/coding.
● Verydemandingandtiring(listeningcarefully,timing,thinkingandcoding).
● Onlyallowsfocusingonamaximumoftwodialogueclustersasamorerealisticoption.Thismightmissotherelementsofthediscussion.Likewisetimesamplingcanbydefinitionmisskeyevents.
● Notpossibletore-playandreflect.Difficulttoidentify‘elaboratingandbuildingon’withoutwrittenrecord;previousutterancescannotbeaccessed.
● Moretimeconsumingandthusnotverypracticalasaniterativemethodology.
● Lackofvisualobservationmeansthatteachershouldidentifyspeakersfromvoices.
● Missingnon-verbalparticipationorphysicaldomination.
● Notalwayspossibletotellifparticipantsarereadingout.
● Requiresmoreexpertiseandpracticetomasterandtoavoidattentionshiftingfromparticipationlevelstowardscontentandcollectiveflowofideas.
● Itmaytaketimeforstudentsandteacherstogetusedtobeingvideo-recorded,whichmeansthatinitialrecordingsmightnotcapturenormalbehaviour.
● Technicalequipmentneeded-oftennotavailableinschools.
● Moretimeconsumingandthusnotverypracticalasaniterativemethodology.
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2.RecordingintheclassroomThereareseveralpossibilitiesforvideoandaudiorecording,dependingontheinquiryfocusandtheclassroomenvironment.Thefirstprincipleistouse a system that is ‘good enough’ for the purpose, and not over-complicated. Existing equipment could be sufficient, including tablets andsmartphones.Bewarned,however,thatrecordingequipmentwithoutanexternalmicrophoneislikelynottocapturegoodsoundqualityinanoisyenvironmentsodotestoutyourequipmentbeforehand.
Forvideorecording,consider:● tablet(withstand)● phone(withstand)● digitalcamera● camcorder● sportscameras● Apps(itisworthtriallingappsbeforeinvesting,forinstanceVideoEnhancedObservation(VEO)-freeversionallows5trialrecordings)● microphones(individual/tabletop)
Foraudiorecording,consider:● phone● digitalrecorder/dictaphone● tablet(someAppsofferfacilitytosyncnoteswithaudiorecordingtimecode)
● Interactivewhiteboards(orinteractivedisplaypanels):seeinstructionsforuseoftheSmartboardrecorderfacilityinAppendix2 ● microphones(individual/tabletop)
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LocatingrecordingdevicesintheclassroomItislargelyamatteroftrialanderrortofindthebestlocationthat:
● givesadequatevideoandaudioquality● isnearapowersourceand/oraccessibletoreviewbatterylife● doesnotinterferewithotherclassroomactivities● capturestheeventsthataremostrelevanttotheinquiryfocus(wholeclassdialogue,peertalk,etc.)
GettinggoingClassroomrecordingismorecommonthaninpreviousyears,butthereisstillaneedtoconsiderthefollowing:
● atriallingperiod,beforeembarkingonthemaininvestigation● acclimatisationforstudentsandstaff
Ethicalconsiderations(seealsoSection4forgeneralethicalprinciples)It is essential to checkwhether students and staff have given consent to be recorded and, perhaps, for the recordings to be shared beyond theclassroom.Thefollowingshouldbeconsidered:
● Istherealreadyapolicyinplaceforvideoandaudiorecording?whatexactlydoesitcover?● Doindividualstudentsandstaffhaverightsnottoberecorded?● Willanypersonaldetailsneedtoberemovedforfutureuseofthevideooraudio?● Whatproceduresareinplaceforhandlingsensitiveorotherwisedifficultincidentsorsituations?● Howtoensurethatrecordingdoesnotinterfereharmfullywithlearningandteaching?
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3.Transcribing(ifapplicable)Thedecisionaboutwhetherornottotranscribedependsontheinquiryfocus.Notalloftherecordedmaterialneedstobetranscribed.Transcriptiontime:selectingorsamplingwhattotranscribeaccordingtotheinquiryfocusandthepracticalities.Foraccuracy,youwillneedtoslowdownorrewindtherecording.Adetailedtranscriptfromalessoninanoisyenvironmentcouldtakeupto5or6timesthelengthoftherecording!Ifyouareinterestedinmeaningandfunctionoflanguage,forexampleanalysingquestioningorexploringhowmuchstudentsbuildonothers’ideas,you can choose “intelligent verbatim”. This includes the essence of the interaction, leaving out the unnecessaries (e.g. pauses, repetitions). Thismethodinevitablyinvolvesaconsiderabledegreeofjudgementandselectionaboutwhattoinclude.Ifyourinquiryfocusdemandsaverydetailedandaccuraterecordofexactlywhatwassaid,fullverbatimwouldbemoresuitable.Thisincludesmoreexactdetailsoftheactualspokenwordsandothersounds(e.g.laughter),pausesandotherfeaturesoftiming,sometimeswithaccompanyingnotesabouttoneofvoice,gestures,andsoon.Thismethodstillinvolvesadegreeofjudgementandselectionaboutwhattoinclude.Anytranscription,howeverdetailed,canonlybearepresentationofwhatactuallyoccurred.Anyrecordingcanonlybepartial.Researchersoftenfinditusefultomakeaninitialtranscriptionandthenaddtothis,whilelisteningagaintotherecording-oftenseveraltimes-inordertobuildupthebestpossibleunderstandingoftheconversationthatoccurred.
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ToolsfortranscribingTherearesomesoftwaretoolsthatassistwithtranscribing,suchas:
- Inqscribe-freesoftware,usefultoslowdownrecording;runsonAppleorWindows(https://www.inqscribe.com/);notethattranscriptscannotbeexportedfromthefreeversionbuttheycanbecutandpasted
- Easytranscript–freesoftware,runsonAppleorWindowsandallowstheusertoexportfileshttp://www.e-werkzeug.eu/index.php/en/products/easytranscript
You could also look for features that are built into the camera, computer or other recording device, such as the option to mark timecodes or‘bookmark’interestingsectionsthatcanbereturnedtolater.Transcribingnotation:Researchersusesomeconventionstoindicatesignificantnonverbaleventsandyoumaychoosehowmuchofthistoincludeinyourownrecords.Onourongoingprojectweusethefollowingsimplerules,adaptedfromJefferson(1984).AdaptedJeffersonnotation4 Symbol Name Use
(3+) LongPause Apauseofatleast3seconds.
(text) Parentheses Speechwhichisunclearorindoubtinthetranscript.
((italictext)) Italic+DoubleParentheses
Annotationofnon-verbalactivityorindicationofwhotheaddresseeiswherethisisotherwiseunclear.
4 Full Transcription Notation is described in G. Jefferson, “Transcription Notation,” in J. Maxwell Atkinson and J. Heritage (eds), Structures of Social Interaction, New York: Cambridge University Press, 1984.
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SECTION6:Templatesforobservingandcodingdialogue
CODINGSCHEMEFORLIVEOBSERVATIONInthissectionweoffersometoolsfor lookingsystematicallyatdialogue inbothwholeclassandgroupworkcontexts,startingwiththelatter.First,Whatisyourfocusandinquiryquestion? It is importanttoidentifythisatthestart(seeexamplesinSection4andSection7).Then,Howwillyouansweryourquestionbydevelopingyour inquiryplanandmethods?T-SEDAofferssomeoptionsusingstructuredobservationtechniquessuchaschecklists,gridandratingscales.Thesearemostefficientwhenyoualreadyknowwhattypesoftalkyouarelookingfor(seecategoriesinSection2).PartAconcentratesonhowfrequentlydifferentindicatorsofdialogueoccurinagivenepisode.Weaddsomeratingscalestoindicateparticipationlevelsoverthewholeepisodetoo,i.e.howmuchparticipantsarecontributingtotheinteractionsandactivitiesoftheclassorgroup.Theseapproachescanbeusedseparately,dependingonthepurposeandfeasibility(e.g.howmuchtimeisavailable).Theycanalsobeusedinacombinationoffine-grainedandbroaderanalysis,whichcanbeparticularlyinformativeandpowerful inshowinghowclassroomdialogueworksinpractice.AneditableversionofthisschemecanbefoundinAppendix3.
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PARTA:Time-samplingcodingforgroupwork
Thistime-samplingapproach is intendedtobeusedbytheteacheroranother investigatorforobservingstudentsworking ingroups.Groupwork iscommonly seen to be one of the best opportunities for students to engage in productive classroom dialogue, allowing each the opportunity toparticipate.Theidealgroupsizerangesfrom3-6,dependingonanumberoffactors,suchastheageofthestudents,theirexperienceingroupwork,andthenatureof thegroupactivity. Inquiryquestionsaboutgroupworkmaytouchonanumberof interrelatedaspectsof thestudents’dialogue,social relationships, and learning. It is almost inevitable that, whatever the initial inquiry focus, other elements will become relevant to drawingconclusions.Forinstance,shouldnon-verbalcommunicationbetakenintoaccount?Whatabouttheparticularinfluencesoftechnologyuse?Inordertoprepareforandhandlethiscomplexity,therecommendationistofocusatleastoneinquiryquestioncentrallyonjust1-2clustersorcodes.Also,usethe‘Comments’spaceattheendtorecordnotesaboutanyotherinsightfulobservationsoranythingthatseemedtoinfluencethediscussion.Thiswillkeepdialogueattheforefrontoftheinquiry,whilestillallowingotherfactorstobeconsidered.‘Timesampling’isacommontechniqueusedbyresearcherstosampleeventsatregulartimeintervalsduringanepisodeorwholelesson.Itisbasedon the notion that recording and categorising every single communication or action is often too demanding, while sampling over time gives theresearcheraroughlyaccuratepicture,oratleastonethatisinformativeenoughtomakedistinctionsbetweenindividuals.Researchersmightobservea group of learners simultaneously or instead categorise the communications of each individual participant in turn, depending on purpose andfeasibility.Timesamplingcanbeaccompaniedbywrittennotesifdesired.Atimepatternforobservingeventsisdecidedinadvanceandforcomplexbehaviours such as dialogic communication whose form and purpose can change quickly, time intervals will be quite short so as to allow theresearcher to listen carefully and categorise accurately. In these cases a “rest” period is commonly usedwhenobserving live as concentrating oncloselyobservingandanalysing interaction isvery tiringand it iseasy tomiss things. Ifavideo record isavailable, it canof coursebe replayedorsloweddownsocodingcantakeplacewithouttimepressures,asmentionedintheprevioussectionofthisresource.The time-sampling example below uses the categories EL ‘Elaborate and build on ideas’ and ‘Querying’ throughout, but these can be changedaccordingtoneedandinterest;seethefullerschemeinSection2formoreoptions.
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Time-samplingtemplate
Guidancenotes:● Writethenamesofthestudentsofthegroupyouarefocusingoninthetablebelow(youcanadd/deletecolumns)● Eachwindowis1minute:40secondsforcloseobservationandsimultaneouscodingand20secondsforresting.● For each window (minute), tick the box (√) if the identified student used Elaborating (EL) or Querying (Q) in his/her contributions to the
dialogue.Notethatinsomecircumstancestallycodingforeachrelevantcontributionmaybeusefulandappropriate;thisoffersmoredetailaboutfrequenciesbutishardertorecordaccurately.
● Ifduringthe40seconds,theteacher,teachingassistantorsimilaradultwaspresentorinteractedwithstudents,ticktherelevantbox(√)● Usethecommentsboxbelowtoaddanyfurtherrelevantinformationnotcapturedbythetime-samplingcoding
Windows Teacher/TA
presentStudent1:
……………………
Student2:
………………………
Student3:
………………………..
Student4:
……………………….
Q EL Q EL Q EL Q EL1 2 3 4 5
Comments:Pleaseusethisspacetorecordanyotherinsightfulobservationsoranythingthatseemedtoinfluencethediscussion.
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PARTB:Checklistforindividualstudents(groupwork) Thischecklistapproachcanbeusedattheendofagroupworkactivity.ItcanserveasasummaryofPartA,oriftime-samplingisnotpossible,itcanbecompleted independently. It aims to provide an indication of the overall participation of individual students in the given activity, focusing on theaspectsofdialoguethataremostrelevanttotheinquiryfocus.Thischecklistcanberepeatediftheactivityorthegroupchanges,providingarecordofdifferentfactorsthatmayinfluencestudentparticipationindialogueondifferentoccasions.AsinPartA(time-sampling)theideaistoconsiderthequalityofstudents’participationinrelationtoselectedcategories(inthiscaseELandQ).Checklistsof this typecannotclaimtoprovideexactmeasurements,andtheyarenot intendedtodothishere.The intention ismoretoprovideamanageablebasisfornoticingandrecordingpotentiallysignificantdifferencesbetweenindividualstudentparticipation,includingchangesovertimeindifferentgroupactivitycontexts.Theseobservationscanthenbethebasisfordiscussionandwithstaffcolleaguesandstudentsthemselves,helpingtoidentifywherefurtheractionmaybeneeded.Guidancenotes:● Writethenamesofthestudentsofthegroupyouarefocusingon(youcanadd/deleterowsasappropriate)● Foreachstudent,tickthebox(√)iftheyhaveshownElaborating(EL)orQuerying(Q)intheiroverallcontributionstothegroupdiscussion● Use theRatingcolumnto indicate theextentofparticipationofeachstudent in theoveralldiscussion.Use the following three-point scale:
1=Lowparticipation,2=Mediumparticipation,3=Highparticipation.Theselevelsshouldbejudgedinrelationtothegeneralparticipationlevelsinthisactivity,notthetypicalorexpectedparticipationofindividualstudentsasjudgedfrompreviousexperience.
Students’Names Q ELRatingofoverallparticipation
1) 2) 3)
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PARTC:Grouprating(groupwork)
AswithPartB,thisgroupratingcanbeusedattheendofeachgroupworkactivity(andrepeatediftheactivityorthegroupchanges).Itsmainpurposeistorecord judgementsaboutthegroupasawhole,basingtheratingsontheselectedcategories(inthiscaseELandQ).Thisgroupratingcanbehelpfulforestablishingthegeneralnatureofdialogueinagroupactivity.Thequalityofdialoguecanthenbemonitoredforthegroupasawhole.Italsoprovidesacontext for judging individualstudentparticipation (e.g. if thewholegroup isnotelaborating, that is,buildingwelloneachother’sideasthenitisharderforonestudenttodothisthaninagroupwhere‘Elaboratingandbuildingon’iswell-established).Guidancenotes:● Useathree-pointratingscaleforthefrequencyofeachdialoguecategorywithintheconversationasawhole:1=low,2=medium,3=high● Usethe‘Comments’columntoaddanyrelevantinformationtotherating,suchaswhethertheresultsaretypical,oriftheyshowprogress
Ratingquantity(1-3) CommentsQ
EL
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PARTD:Whole-classparticipationoverview(ratingscale) This whole-class rating scale extends Part C to focus on whole-class talk. It is designed to support reflection on student participation in whole classinteraction.Thisincludesthefrequencyandlengthofcontributionsandthenumbersofstudentsinvolvedindialogueduringparticulartypesofwhole-classactivity,suchas ‘lessonintroduction’, ‘wholeclassdiscussion’, ‘plenary’,etc.(left-handcolumn).Thisoverviewcanhelptomonitorthenatureofdialogueduringthesewhole-classactivities,bearinginmindhowtheexpectationsfordialoguecanvaryevenwithinasinglelesson.
Guidance
• Selectoneortwocodingcategoriesthatarecentraltoyourinquiry.TheexamplebelowusesELandQ.Ifyouareinterestedininvitations,thenIELandQmaybeagoodcombination.ForotherexamplesseeCodingframeworkinSection2.
• Addthetypesofactivitiestakingplaceduringthelessoninthefirstcolumn(add/deleterowsasappropriate).Foreachactivityaddyourratingsinresponsetoeachquestion.
• Usethefollowingratingscale:5=allthetime/asmanystudentsaspossible,4=mostofthetime/mostofthepossiblestudents,3=someofthetime/someofthepossiblestudents,2=occasionally/afewofthepossiblestudents,1=never/noneofthestudents
Activitytype Category Howoftenarestudentsdoingthis?
Howmanystudentsaretakingpartinthis?
Arethesecontributionsextendedratherthanshort?
1) Elaborate(EL)
Querying(Q)
2) Elaborate(EL)
Querying(Q)
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PartE:StudentparticipationandTalkrulesratingscales
Onceyouarefamiliarwiththemethodsabove,youmightliketousethese3-pointscalestomakeassessmentsacrossawholelessonorforeachactivity–inyourownclassroomorwhenobservingapeer.
Dimension
0
Notevident
1
Teacher-led
2
Teacher-ledwithstudentinvolvement
Talkrules Noexplicitfocusongroundrulesfordialogueordialogicpracticesisapparent
Theteacherintroduces,modelsorremindsstudentsoftargetdialogicpractices,e.g.groundrulestobefollowed,inclusiveturntaking.
Teacherandstudentsorstudentsthemselvesnegotiatetargetdialogicpractices,e.g.groundrules,perhapsalongwithreminders/modelling.
Itmayalsoincludestudentsbeinggivenortakingresponsibilityformanagingthedialogue,aswellasstudentsbeinginvolvedinevaluatingeffectivenessofdialogicpractices.
Studentparticipation
Publicexchangesinwhole-classsituationorgroupworkconsistinteacherquestioningandsuccinctstudents'contributions
or
Studentsdon'thaveopportunitiestodiscusstheirideaspublicly
Studentsexpresstheirideaspubliclyatlengthinwhole-classsituationandgroupwork,buttheydon'tengagewitheachother’sideas
Multiplestudentsexpresstheirideaspubliclyatlengthinwhole-classsituationandgroupwork
AND
Indoingso,theyengagewitheachother’sideas,forexamplebyreferringbacktotheircontributions,challengingorelaboratingonthem(e.g.‘It’sabitlikewhatShootlesaidbut….’,‘Samhadsuchagreatidea,look[demonstrates]’).Thisincludesspontaneousorteacher-promptedparticipation.
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Workedexamples
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SECTION7:Workedexamples Thissectionincludestwoworkedexamplesofteachers’useofT-SEDAwrittenbymembersofthedevelopmentteam.Thefirstoneisbasedonasmallproject inwhichelementsof T-SEDAwereused to investigate theextent towhich studentparticipation in small groupdialogue couldbe seenasequitable.Thesecondone,focusingonteacherandpupilparticipationinwhole-classdialogue,isbasedontheMastersresearchprojectofateacherwho is part of the T-SEDA development team. Both examples include supporting notes (in the right-hand column) to show the key points andquestionsthatunderpinnedeachcase‘story’.Ablankformis includedinAppendix4fordevelopingyourownworkedexamples.Aconciseworkedexamplecanalsobeaveryeffectivewayofsharinginvestigationfindingswithcolleagues.ThesewouldalsobeveryusefultoaddtotheT-SEDApackforotherstoread.
CaseStudy1:Inquiringaboutequityinstudentparticipationindialogue Pointsandquestions
Enquiry:Lily,ayear5teacher,wantedtofindoutaboutchildren’sparticipationinreasoninginhersciencelessons.Shehadpreviouslyestablishedthegroundrulesforproductivetalkduringgroupwork,andshehadgainedageneralimpressionthatthechildrenwererespondingwell.Shewas,however,concernedthatsomeindividualchildrenmaybemarginalisedorexcludedfromthegroupdiscussions,whileothersmaybetalkingagreatdealwithoutlisteningtootherideas.Shethereforedecidedtofindoutwhetherthestudentsparticipateequitablyinthedialogueduringsciencegroupwork.Shealsowantedtoseeiftherewereanyidentifiableobstaclestotheequitableparticipation,andanyopportunitiestointerveneandenhancethis.Shedecidedtofocusonjusttwoaspectsofdialogueinordertoberealisticandmanageableinherinquiry.SheselectedR(reasoning)becauseofitscurrentrelevancetohersciencelearningobjectives;andEL(elaboratingandbuildingon)becauseofherinterestinseeinghowthechildrenrespondedtoeachotherandtookaccountofdifferentideasintheirdiscussion.
● Nameofteacher,agegroup● Generalinvestigativepurpose● Existingdialogicconditions,
previousactionsandgeneralevaluationofthestartingpoint
● Specificconcernsandinvestigativefocus,andinquiryquestion(s)
● Intended/hopedforoutcomes● Focusingandmanagingthe
investigation○ Whichaspectsofdialogue
andwhy?○ Practicalissues
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Method:Lilydecidedtousetimesampling,employingPartAoftheT-SEDAobservationscheme.Shehadsomepreviousexperienceinsystematicclassroomobservation,soshewasconfidentaboutusingtime-samplingreasonablyaccuratelyandshefeltthatthisrigorousapproachwouldhelphertonoticesignificantinteractionsthatshemightotherwisemiss.Shealsohadsomestudentteacherassistanceintwoforthcomingsciencelessons,soshefeltabletodevotesomeofherowntimetodetailed‘live’observationoftwogroupswhilehercolleaguetookresponsibilityfortheclass.Thelessonsfocusedontheanatomyoftheflower,withassociatedgrouptasks.Forinstance,onetaskinvolvedthechildrenworkingtogethertolabelthepartsofaflower.Theystudentsdissectedrealflowersaswellasworkingontheinteractivewhiteboardfollowingasequenceofguidedquestioning.Lilyidentifiedtwo10-minuteslotswhenshecouldbeavailableduringthelessonandshepreparedherselfwithaprintedcopyofthechecklistandatimeronherphone.Shesatclosetothestudentgroupataseparatetable.SheadoptedthetimingsuggestedinPartA,i.e.observation‘windows’of1minuteand40secondsforcloseobservationandsimultaneouscoding,followedby20secondsforresting.ForeachwindowshetickedtheboxwhentheidentifiedstudentusedReasoning(R)orElaboratingandbuildingon(EL)inhis/hercontributionstothedialogue.Shedecidedjusttotickonceineachwindowratherthantallyingthenumberofcontributions,sinceshefeltthatshethiswouldbepracticallymanageableandsufficienttoprovideaninitialoverviewofeachchild’sparticipation.Whenshehadcompletedhertime-sampling,sheusedPartBoftheT-SEDAtorateeachchild’sparticipationas‘high’,‘medium’and‘low’,judgingthisinrelationtothegeneralparticipationlevelsinthisactivity(i.e.notthetypicalorexpectedparticipationofindividualstudentsasjudgedfrompreviousexperience).
● Decisionaboutobservationapproach(withreferencetotheT-SEDAtools
● Previousexperienceandconfidencetoproceed
● Specificgoals● Practicalconsiderations● Focusoflessonandstudentactivity
● Decisionsaboutwhenandhowmuchobservationtime
● Technicaltoolsandphysicalarrangements
● Observationandrecordingdetails(followingoradaptedfromrelevantT-SEDAtool)
● Reasonsforobservationandrecordingdecisions
● Stagesofinvestigation(withreferencetoT-SEDAtoolsinuse)
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Findings:Lily’sratingsshowedcleardifferencesbetweenthechildren’sparticipationinbothlessons:Onechildwasratedasconsistently‘high’in(R)‘reasoning’,butnot(EL)‘elaborating’,andonechildwasratedasconsistently‘low’inboth.Twootherchildrenweremoreambiguous,withmixedratingsthatdifferedbetweenthetwolessons.Oneofthechildrenwhoreceivedmixedratingshadcontributedalottoreasoninginonelesson,butdidverylittletobuildonothers’ideas.Inthenextlessonthischildthendidmuchlessreasoningandgenerallycontributedless.OnreflectionLilyrealisedthatthischild’shighlevelofreasoninginthefirstlessonoccurredwhenthechildwasleadingthewrittenresponseontheIWB,whileinthenextlessonthischildwaswatchingothersinthisrole.Withregardtothechildwhowasratedconsistentlylowinbothlessons,Lilywasconcernedtonoteonthetimesamplerecordthatnoneoftheothersrespondedtoanyofhissuggestions;theyjustseemedtotalkingoverhimandcontinuingtheirownconversation.
● Broadfindingsinrelationtoinquiryquestion(s)
● Sampleobservationsrelevanttotheinquiry,particularlypotentiallycallingforfurtherinvestigation
● Reflectivecommentdrawingonteacher’swiderknowledgeofthechildrenandclassroom
● Identificationofpotentiallyseriousconcernsnotpreviouslyevident(learning;social;etc)
Evaluation:Lilyfoundthistobeamanageableshortinquirythatconfirmedandextendedherunderstandingofthechildren’sparticipationinsciencegroupwork.Shefeltthatshehadnoticedaspectsofthechildren’sinteractionsandactivitythatshehadmissedbefore.Onreflectionsheconcludedthattherewasnotequitableparticipationindialoguewhenreferringjusttotheactualamountofcontributionsfromeachchild.Shealsonoted,however,thatthechildrendidseemtosharedifferentelementsofthetaskbetweenthem,soweretheytakingcollectiveresponsibilityfor‘dividingthelabour’andcompletingthetaskasgroup?Thisledhertoreflectonwhatsheunderstoodandexpectedofthechildren’sparticipationingroupwork,particularlyintermsofhowindividualcontributionstotalk,activityandsocialrelationsmightvaryovertime.
● Overallevaluationoffindingsandmanageability
● Specificpointsnoticed● Reflectivesummaryand
conclusionsrelatingtotheinquiryquestion(s)
● Widercriticalreflectionsonclassroomdialogueandlearning
WhereNext?Lilydecidedthat,havingnowtunedintothequestionofequitableparticipationingroupwork,shewouldcontinueherinvestigationintwoways:(1)asaprioritytoobservethechildwhowasconsistentlyrated‘low’(usinganopennarrativestyle),andalsototalktohimindividuallyabouthisfeelingsaboutlearningintheclass;(2)tofindfurtheropportunitiestoobservegroups
● Identifyingnextstepsintheinvestigation
● Priorities(e.g.inrelationtoanyseriousconcernsemerging)andgeneraldevelopment
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systematicallytodevelopher‘noticing’andensurethatshewasnotrelyingonherassumptionsaboutthechildren.InordertodothisshedecidedtojustusePartBoftheT-SEDAscheme,adaptingtheformattocreateatallychartforthewholeofeachobservationperiod.Shefeltthiswouldserveherpurposessufficientlyintakinghertothenextstageofinquiry,andthatshedidnotneedtorepeattheintensivetime-samplingthatshehadstartedwith.Herultimateaimremainedtoidentifyanyobstaclestotheequitableparticipationofindividualsandgroupsofchildren,andtofindopportunitiestointerveneandenhancethechildren’sinclusioninclassroomdialogueandlearning.
● Potentialuseofotherinvestigativetools(e.g.interviews)
● FurtheruseofT-SEDAtools(includingrationaleforanyadaptations)
● Ultimateaimsinrelationtoeducationalvaluesandprioritiesforthestudents
NB.Generalemphasisthroughoutonteacher’sownershipanddecisionmakingofthewholeprocess
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Casestudy2:Inquiryintothelevelandnatureofteacherandpupilparticipationinwholeclassdialogue
Detailstoinclude
Enquiry:Lisa,ayear5teacher,wasteachingasinglelessononphotosynthesis,andwantedtofindouthowmuchguidingshemightdoduringaninitialdiscussion,andhowmuchthestudentswouldbeabletoexpresstheirideasfrompriorlearning.ShedecidedtofocusonG(guidedirectionofdialogueoractivity)inrelationtoherself,andE(expressorinviteideas)inrelationtothestudents.
● Teachername(orpseudonym),yeargroup
● Whatisthelessonsubjectandfocus?
● Whatisthereasonfortheinvestigation?
● Isthereanypriorlearningwhichisrelevant?
● Whatwillthedialogicfocusbe?(chosencodes)
Method:LisadecidedtousepartD(wholeclassoverview)oftheT-SEDA.Lisadidnothaveanyotheradultstocalluponduringthelesson,andwantedtoconductawholeclassdialogueinwhichshewouldbeinvolved,thereforeobservingandcodingdialogue‘live’wouldnotbepossible.Shedecidedtoaudiorecordtheintroductorydiscussionofthelessonsothatshecouldlistentoitlater.ThismethodwouldenablehertoreflectonthedialogueafterthelessoninordertoidentifyoccurrencesofGandE.Thenatureofthediscussionwouldbetoelicitanddrawuponthestudents’priorknowledgeofphotosynthesisandtoguidetheirdiscussiontoafullerunderstandingoftheprocessesinvolvedinplantssynthesisingglucose.
● HowwilltheT-SEDAbeused?● WhywillT-SEDAbeusedinthis
way?● Willanyequipmentbeusedtoaid
theuseofT-SEDA,andwhy?● Whatisthenatureofthedialogue
tobecoded?
Findings:Lisanoticedwhenlisteningtotheaudiothatsheseemedtomakemorecontributionsduringthediscussionthanthestudentsdid,soshedecidedtocounthowmanycontributionsweremadebyherselfandhowmanyweremadebytheclass.Shefoundthatduringthediscussionshemade95
● Whatwasnoticedduringthedialogue?
● Wereanyactionstakenasaresult
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contributions,whilstthestudentsmade46contributions.Havingcountedthetotalnumberofcontributionsmade,LisadecidedtocalculatethepercentageincidenceofGandEcontributionsmadeduringthediscussionandusetheseincidencestoassessthelevelofcontributionsasdefinedbytheT-SEDA.Thepercentageincidenceofteacher’scontributionscodedasGwas54%ofthetotal,aratingof3,whilstthepercentageincidenceofstudents’contributionscodedasEwas70%ofthetotal,aratingof4.
oftheseobservations?
Evaluation:Lisawassurprisedthatthenumberofcontributionsshemade(95)duringthediscussionwasrelativelyhighcomparedtothenumbermadebytheclass(46)whichmayindicatethatthestudents’priorknowledgeofthesubjectofphotosynthesiswaslessclearthanshehadanticipated.However,since70%ofthose46contributionswerecodedasE,thisindicatesthatthestudentsdidhaveideastoexpressonthesubject,eveniftheyneededquitealotofteacherguidancetostructurethoseideasandreachconclusions.
● Wherethereanyunexpectedobservationsduringthedialogue?
● Whatconclusionscanbedrawnfromtheobservationsaboutthenatureofthedialogue?
● Whatconclusionscanbedrawnaboutthelearningscenario?
NextSteps:Inlightoftherelativelyhighnumberofcontributionsmadebyherselfduringthediscussion,Lisareflectedthatwhenapproachingasubjectforthefirsttimewiththeyeargroup,evenwhentheyhadmetthesubjectinpreviousyears,thatitcouldbeusefultopresentarefresheroftheirpriorlearningbeforeaskingthemtoholdadiscussionandsharetheirknowledge.Shealsowonderedifwholeclassdialoguecouldbestructuredinsuchawaythatherowninputcouldbereduced,andsodecidedtoinvestigatethiswithfurtherinquiry.
● Whatreflectionscanbemadeaboutteachingpracticefromthisevaluation?
● Whatreflectionscanbemadeaboutchildren’sparticipationindialoguefromthisevaluation?
● Whatmightbedonedifferentlyinasimilarsituationinthefuture?
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Referencestoresearchondialogue
&
linkstoresources
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SECTION8:Referencestootherresearchondialogueandlinkstorelatedresources.Linkstorelatedresearch-informedresourcesforpractitionersThefollowingresourceswereallproducedbyacademicsattheUniversityofCambridgeandtheircollaborators:ThinkingTogether–anovelprogrammeproducedbyLynDawesandNeilMercerandcolleaguestosupporttheco-constructionoftalkrulesandtheuse of ‘exploratory talk’ inwhich partners engage critically but constructivelywith each other's ideas. Proposalsmay be challenged and counter-challenged via argumentation. The programme had positive effects on primary children's logical problem solving, as well as inmathematics andscience.Extensiveresourcesavailableforteachersarelistedathttp://www.thinking-together.org.uk/OER4Schools–anextensivesetofopen,multimediaprofessionallearningresourcesforprimaryteachersinsub-SaharanAfricawhichcontainsunitsonwhole class dialogue and groupwork, drawing on Thinking Together and a range of other relevant resources, and illustrated with video clips.www.oer4schools.orgA school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Trials showed that(primary,middleandsecondary)teachersdevelopedtheirunderstandingsofclassroomdialogueanddevisednewapproachestosupportit.
Aprintedresourcebookco-authoredwithparticipatingteachersandincludingtheirowncasestoriesofdevelopingdialogicpracticeisalsoavailable:Hennessy,S.,Warwick,P.,Brown,L.,Rawlins,D.,&Neale,C.(Eds.).(2014).DevelopingInteractiveTeachingandLearningUsingtheInteractiveWhiteboard:AResourceforTeachers.Maidenhead:OpenUniversityPress.Anoutlineofface-to-faceworkshopactivitiesguidingteachersthroughtheprofessionaldevelopmentprocessisdownloadableathttp://dialogueiwb.educ.cam.ac.uk/evaluate/.Onlineresourcesincludinganopendigitalresourcebankofannotatedscreenshots,linkstovideoclipsofdialogicclassroompracticeandinteractivewhiteboardflipcharttemplatesforcreatingactivities,areathttp://dialogueiwb.educ.cam.ac.uk/resources/.
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Onlineresourcesalsoincludeteachers’ownclassroommaterialsdevelopedtosupportdialogueincontextsusingdigitaltechnology–inUKandMexico.AsetofdownloadableresourcesforPrimary/Middle/Secondaryschools–includinginteractivewhiteboardflipchartsthatcanbere-usedormodified–coverarangeofsubjectareasandteachingaims.http://dialogueiwb.educ.cam.ac.uk/evaluate/teachersmaterials/.
DownloadablevideoclipsofdialogicteachinginUK(primary,middleandsecondary)classroomsderivingfromseveralresearchprojectsareavailableat http://sms.cam.ac.uk/collection/1085164. Critique and discussion of other teachers’ practices can offer a powerful stimulus for trying out newapproachesoneself.(Promptsforsuchdiscussionareincludedwithhyperlinkstoclipsintheco-authoredbookandtheOER4Schoolsresource.)Ifyouusedigitaltechnologyinyourclassroom,youmaybeinterestedinourtechnology-specificcodingscheme(Tech-SEDA),whichiscurrentlyunderdevelopment. This offers concrete examples of how specialised technology tools can offer significant ‘added value’ in exploring ideas, supportingreasoninganddrawingattentiontoparticularfeaturesofaprocess.Therearemanyresourcestosupport reflectiveteaching ingeneral, includingthiscomprehensiveoneproducedbyAndrewPollardandcolleagues:http://reflectiveteaching.co.uk/
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ReferencesandfurtherreadingAlexander,R.(2011).Towardsdialogicteaching:Rethinkingclassroomtalk.Cambridge:Dialogos.[Averyaccessiblywrittenbookletoutliningthekey
principlesofclassroomdialogue]
Dawes, L., Mercer, N., & Wegerif, R. (2003). Thinking Together: A programme of activities for developing thinking skills at KS2. Birmingham:ImaginativeMindsLtd.[Abookofpracticalclassroomactivitiesfordevelopingthetalk,reasoningandcurriculumlearningofchildrenaged8-11].
Hennessy, S.,Mercer,N.,&Warwick, P. (2011). A dialogic inquiry approach toworkingwith teachers in developing classroomdialogue. TeachersCollege Record, 113(9), 1906–1959. [A journal article describing the process and issues involved in academicsworkingwith teachers as co-researchersofdialogicpractices]
Hennessy,S.,Rojas-Drummond,S.,Higham,R.,Márquez,A.M.,Maine,F.,Ríos,R.M.,García-Carrión,R.,Torreblanca,O.,&Barrera,M. J. (2016).Developingacodingschemeforanalysingclassroomdialogueacrosseducationalcontexts.Learning,CultureandSocialInteraction.9,16-44.[AjournalarticledescribingdevelopmentofSEDA,theprecursorcodingschemetoT-SEDA,andthemethodologicalissuesencountered]
Howe,C.,&Abedin,M.(2013).Classroomdialogue:Asystematicreviewacrossfourdecadesofresearch.CambridgeJournalofEducation,43(3),325-356.[Ajournalarticlesummarisingtheresearchontheimpactofclassroomdialogue]
Littleton,K.,&Howe,C.(Eds.).(2010).Educationaldialogues:Understandingandpromotingproductiveinteraction.Abingdon,Oxon:Routledge.[Aneditedbookcontainingchaptersbyexpertsinthefieldontheimportanceofdialogueanditssignificanceforlearningandteaching]
Littleton,K.,&Mercer,N.(2013).Interthinking:Puttingtalktowork.Routledge.[Anaccessiblywrittenbookdescribinghowpeoplethinkcreativelyandproductivelytogetherthroughtalk,andhowtopromotemoreeffectivetalkintheclassroom]
Mercer,N.,&Littleton,K. (2007).DialogueandtheDevelopmentofChildren’sThinking.London:Routledge. [Abookproposinganewsocioculturalaccountoftherelationshipbetweendialogueandchildren’sintellectualdevelopment,relatingresearchfindingstoreal-lifeclassrooms]
Taber,K.(2013)Classroom-basedresearchandevidence-basedpractice:Anintroduction(2nded.).London:Sage.[Abasicresearchmethodstextbookaimedatteachersinschools]
Wilson,E.(2009/2013)‘Actionresearch’,inWilson,E.(Ed.)School-basedresearch:Aguideforeducationstudents.London:Sage.[Abasicresearchmethodstextbookaimedatteachersinschools]
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AcknowledgementsDevelopmentofT-SEDA(anditsprecursorSEDA)wassupportedbytheBritishAcademy(InternationalPartnershipandMobilityScheme)throughthe3-year project entitled “A Tool for AnalysingDialogic Interactions in Classrooms” (2013-2015). TheMexicanworkwas supported by theDirecciónGeneraldeAsuntosdelPersonalAcadémicooftheNationalAutonomousUniversityofMexico(DGAPA-UNAM)(PAPIITProjectNumber:IN303313andPAPIMENumber:PE305814).Weappreciate thesupportof theEconomicandSocialResearchCouncil (RES063270081;RES000230825), sponsorofmost of theUK team's precedingwork in this area. Ourmost recent ESRC project (ES/M007103/1) entitled ‘ClassroomDialogue: Does itMake aDifference for Student Learning? (Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley: 2015-17.http://tinyurl.com/ESRCdialogue)drewonSEDAtodevelopanew12-categoryschemeandratingscales,testingthemextensivelywithalargesampleof 72 teachers of children aged 10-11; statistical analyses of the relationships between dialogic teaching and student attainment and attitudesproducedthefindingsthathaveshapedthisversionofthepack.Finally,wethankalloftheteachersandstudentswhoparticipatedinourpreviousresearchfromwhichexamplesinthispackhavebeentaken.
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APPENDIX1:Reflectivecycle ThisisablankformoftheReflectiveCyclethatappearsinSection3.Itcanbeusedfordevelopingyourowncycleandensuringthatyourinvestigationincludesallrelevantsteps.Tocompleteit,fillintheblankboxforeachstep,describingyourplans.Usethequestionsthatappearintheoriginalboxes(displayedinSection3)toguideyourdecisions.
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APPENDIX2:UsingtheSmartRecorderontheSmartboard5
TheSmartRecorder is an interactivewhiteboard facility that canbeused toaudio record teachernarrationand/oractivity locatedatornear the
board, or a whole class discussion, and it can also capture everything that happens on the screen. It is accessible through the Smart Notebook
application, and can be accessed independently of Notebook as well (check your Applications folder, or use the Spotlight Tool to search for
"Recorder").Thismeansthatitcanbeusedtorecordanythingyoudoonyourcomputer.Oncecomplete,youhaveanindependentmoviefilethat
canbeembeddedinyourclasswikiorblog,or...yes,evenaNotebookfile.YoucanevenuploadyourmovietoYouTubeorTeacherTube,oranyof
theothervideosites,soitisavailableforyourstudentstoviewagainandagainifnecessary.Ireallylovehavingmystudentsusethisrecordertomake
moviesshowinghowtheysolvemathproblems,forexample.NotonlydoIgettowatchwhattheydo,Icanheartheirexplanation,andsavethevideo
asanartifactfortheirportfolio,orforaparentconference.
5 Adapted from a document authored by Megan Bowe, Teacher at Norwich High School for Girls, Norwich, UK
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Teachername: Subject:
Date: Topic:
Yeargroup/Class: Teacherroleingroup(circleone):Observing/coding
APPENDIX3:CodingSchemeforliveobservation
Whatisyourquestion?Itisimportanttofirstidentifyyourfocus(seeexamplesunderInquiryFocus).***TheexamplesbelowusethecategoriesQuerying(Q)andElaboratingandbuildingon(EL),butthesecanbereplacedwithanyothercategories
selectedinrelationtotheinquiryfocus.
PARTA:Time-samplingcodingforgroupwork
● Writethenamesofthestudentsofthegroupyouarefocusingoninthetablebelow(youcanadd/deletecolumns)● Eachwindowis1minute:40secondsforcloseobservationandsimultaneouscodingand20secondsforresting.● Foreachwindow(minute), tick thebox (√) if the identifiedstudentusedQuerying (Q)orElaboratingandbuildingon (EL) (oryourselected
categories)inhis/hercontributionstothedialogue.Notethatinsomecircumstancestallycodingforeachrelevantcontributionmaybeusefulandappropriate;thisoffersmoredetailaboutfrequenciesbutishardertorecordaccurately.
● Ifduringthe40seconds,theteacher,teachingassistantorsimilaradultwaspresentorinteractedwithstudents,ticktherelevantbox(√)● Usethecommentsboxbelowtoaddanyfurtherrelevantinformationnotcapturedbythetime-samplingcoding
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Comments:Pleaseusethisspacetorecordanyotherinsightfulobservationsoranythingthatseemedtoinfluencethediscussion(e.g.stronginitiative,facilitationforanotherspeakertojoinin,ignoringcontributions,talkingovercontributions)
Windows Teacher/TApresent
Student1:
……………………….
Student2:
………………………
Student3:
…………………….
Student4:
………………………..
Q EL Q EL Q EL Q EL1 2 3 4 5 6 7
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PARTB:Checklistforindividualstudents(groupwork)
● Writethenamesofthestudentsofthegroupyouarefocusingon(youcanadd/deleterowsasappropriate)● Foreachstudent, tick thebox (√) if theyhaveshownQuerying (Q)orElaboratingandbuildingon (EL) (oryourselectedcategories) in their
overallcontributionstothegroupdiscussion● UsetheRatingcolumntoindicatetheextentofparticipationofeachstudentintheoveralldiscussion.Usethefollowingthree-pointscale:1=
Lowparticipation,2=Mediumparticipation,3=Highparticipation.Theselevelsshouldbejudgedinrelationtothegeneralparticipationlevelsinthisactivity,notthetypicalorexpectedparticipationofindividualstudentsasjudgedfrompreviousexperience.
Students’Names Q EL Ratingofoverallparticipation
1)
2)
3)
PARTC:Grouprating(groupwork)
● Useathree-pointratingscaleforthefrequencyofeachdialoguecategorywithintheconversationasawhole:1=low,2=medium,3=high● Usethe‘Comments’columntoaddanyrelevantinformationtotherating,suchaswhethertheresultsaretypical,oriftheyshowprogress
Ratingquantity(1-3) Comments
Q
EL
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PARTD:Whole-classoverview(ratingscale)
Guidance• Selectoneortwocodingcategoriesthatarecentraltoyourinquiry.TheexamplebelowusesELandQ.Ifyouareinterestedininvitations,thenIEL
andQmaybeagoodcombination.ForotherexamplesseeCodingframeworkinSection2.
• Addthetypesofactivitiestakingplaceduringthelessoninthefirstcolumn(add/deleterowsasappropriate).Foreachactivityaddyourratingsinresponsetoeachquestion.
• Usethefollowingratingscale:5=allthetime/asmanystudentsaspossible,4=mostofthetime/mostofthepossiblestudents,3=someofthetime/someofthepossiblestudents,2=occasionally/afewofthepossiblestudents,1=never/noneofthestudents
Activitytype Category Howoftenarestudentsdoingthis? Howmanystudentsaretakingpartinthis?
Arethesecontributionsextendedratherthanshort?
1) Elaborate(EL)
Querying(Q)
2) Elaborate(EL)
Querying(Q)
3) Elaborate(EL)
Querying(Q)
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APPENDIX4:Workedexample
CasestudyX:Title Keypointsandquestions
Enquiry:
● ● ●
Method:
● ● ●
Findings:
● ● ●
Evaluation:
● ● ●
NextSteps:
● ● ●
Recommended