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Dialogic Teaching: Transforming Classroom Communication Alina Reznitskaya, Joe Oyler, Monica Glina, Alexandra Major Montclair State University Ian Wilkinson Ohio State University 1

Dialogic Teaching: Transforming Classroom Communication

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Dialogic Teaching: Transforming Classroom Communication. Alina Reznitskaya , Joe Oyler , Monica Glina , Alexandra Major Montclair State University Ian Wilkinson Ohio State University. Sponsor. The Institute of Education Sciences, U.S. Department of Education Grant # R305A120634. - PowerPoint PPT Presentation

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Page 1: Dialogic  Teaching: Transforming  Classroom Communication

Dialogic Teaching: Transforming Classroom Communication

Alina Reznitskaya, Joe Oyler, Monica Glina, Alexandra Major

Montclair State University

Ian Wilkinson

Ohio State University

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Page 2: Dialogic  Teaching: Transforming  Classroom Communication

Sponsor

The Institute of Education Sciences, U.S. Department of Education

Grant # R305A120634

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Page 3: Dialogic  Teaching: Transforming  Classroom Communication

Demonstration

What Should Kelly Do?

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Page 4: Dialogic  Teaching: Transforming  Classroom Communication

WHY?

What is the value of having this kind of discussions for the students?

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Page 5: Dialogic  Teaching: Transforming  Classroom Communication

WHY: Argument Literacy

To improve students’ ability and predisposition to comprehend, evaluate, and formulate arguments, or argument literacy

“This, it seems to me, is a fine and noble story to offer as a reason for schooling: to provide our youth with the knowledge and will to participate in the great [American] experiment; to teach them how to argue, and to help them discover what questions are worth arguing about, and, of course, to make sure they know what happens when arguments cease” (Postman, 1995, pp. 73-74).

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Page 6: Dialogic  Teaching: Transforming  Classroom Communication

HOW: Dialogic Inquiry

Dialogic Inquiry is an approach to teaching that involves students in the collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse.

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• Philosophy for Children (Lipman, Sharp, & Oscanyon, 1980),

• Collaborative Reasoning (Waggoner, et al., 1995)

• Paideia Seminar (Billings & Fitzgerald, 2002),

• Junior Great Books Shared Inquiry (Great Books Foundation, 1987)

Page 7: Dialogic  Teaching: Transforming  Classroom Communication

HOW it works: Theory and Research

Theory: Social constructivism (e.g., Vygotsky, Piaget, Wells, Halliday) Learning occurs through “the mastery of devices of cultural behavior

and thinking” Students internalize the “new tools” or “resources of culture” through

interaction.

Research: improved reasoning (Kuhn & Udell, 2003; Mercer,Wegerif, &

Dawes,1999), enhanced quality of argumentative writing (Applebee et al., 2003;

Reznitskaya et al., 2001), increased comprehension and argumentation about text (e.g.,

Murphy et al., 2009). 7

Page 8: Dialogic  Teaching: Transforming  Classroom Communication

From Group to Individual Arguments

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ARGUMENT:PositionsReasonsWarrantsChallenge

Response to Challenge

(

My position is… because the text said…

However, others might think…

Page 9: Dialogic  Teaching: Transforming  Classroom Communication

Monologic-Dialogic Continuum

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MONOLOGIC DIALOGIC

The teacher has exclusive control over discussion. S/he introduces topics, nominates students, asks questions, and evaluates answers.

Students participate in the collaborative construction of knowledge. They share control over the key aspects of classroom discourse.

Page 10: Dialogic  Teaching: Transforming  Classroom Communication

Dialogic inquiry is largely absent from classrooms

Classroom interactions typically tend towards monologic (e.g., Alexander, 2005; Mehan, 1998; Nystrand, et al., 2003). Nystrand describes “orderly but lifeless classrooms” where teachers

continue to “avoid controversial topics” and where students routinely “recall what someone else thought, rather than articulate, examine, elaborate, or revise what they themselves thought.”

Learning to implement dialogic practices presents a serious challenge for both novice and experienced teachers (Juzwik, Sherry, Caughlan, Heintz, & Borsheim-Black, 2012).

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Page 11: Dialogic  Teaching: Transforming  Classroom Communication

So….

WHY: Argument literacy is a fundamental academic and life skill HOW: The development of argument literacy is best supported

through dialogic inquiry BUT… Teachers rarely use dialogic inquiry in their classrooms.

SO…. WHAT should be done to help teachers learn to use dialogic inquiry?

What should teachers know and be able to do? How should we teach relevant knowledge and skills?

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Page 12: Dialogic  Teaching: Transforming  Classroom Communication

WHAT Should Teachers Know and Be Able to Do?

Well-balanced mix of relevant beliefs, knowledge, and skillsReal change happens only when “teachers think differently about what is going on in their classrooms, and are provided with the practices that match the different ways of thinking (Richardson et al., 1991, p. 579).

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Theories of knowledge, teaching, and learning

Knowledge and skills of argumentation

Knowledge and skills of facilitation: strategic moves

Page 13: Dialogic  Teaching: Transforming  Classroom Communication

YEAR 1: Processes Two sites

4 teachers at MSU 6 teachers at OSU

Bi-weekly study groups Min-lectures Discussions Demonstrations Readings Activities Exercises

Videotaping and coaching 3 Focus Groups Systematic Assessment of Classroom Talk: Tools

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Page 14: Dialogic  Teaching: Transforming  Classroom Communication

YEAR 1 Products Curriculum materials

Readings Power-points Activities, exercises Handouts

Data Audiotaped study-group meetings Videotaped classroom discussions Audiotaped coaching sessions Teacher ratings of their discussions using observation measures Audiotaped focus groups

Years 2 and 3 Reiterative revisions Testing the effects on students’ argument literacy

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Page 15: Dialogic  Teaching: Transforming  Classroom Communication

Study Group Meetings: Teacher Comments

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“I have enjoyed the readings and found they brought me some clarity. Reading that “students are active meaning makers, who can progress to higher levels of cognitive development through their interaction with the environment” was the push my class needed to start thinking and, with some encouragement, they started thinking about their own thinking a little more.”

“Each time I come to a session, I am excited by the end to continue to ponder what we’ve discussed. I feel we are really getting to the meat of it now. It was particularly helpful when we demonstrated the method of inquiry and modeled the discussion through the group. It helped put the pieces together for me.”

I also really enjoyed having Joe run the one session for the story "A Trip to the Zoo" and seeing how it can really take so many turns and how he put it all together.”

“…while the readings are informative, I really feel like that's where you'd run the risk of losing people.”

“I think one thing I might do differently is in terms of watching videos as a group; I'm not sure if that helped me at all.”

“When my video is up there, I wanted to kinda talk my way through it, explain what I did. ‘Why should I do this? What should I have done there?’ I think that then cuts the time cause I have so many questions. When it's your video up there you have a lot of questions about what you're doing.

Page 16: Dialogic  Teaching: Transforming  Classroom Communication

Videotaping and Coaching:Teacher Comments

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“Working one-on-one with someone who regularly uses these strategies will be awesome.

I thought coaching to be the most helpful because it was…watching the video with purpose. It was almost like being accountable to watch the video even though I'd watched the other videos, but it was just watching it knowing I had to bring something more than just whatever came up.

Page 17: Dialogic  Teaching: Transforming  Classroom Communication

Assessment Tools: Teacher Comments

About the Accountable Talk Tool: “It wasn't harmful. I did find myself thinking about other things. …I

just didn't feel the amount of time it took to kind of fill it out was equal to how useful it was. It wasn't without use but in terms of how much went in to filling it out, I don't know how much more sparkling my thinking about the actual conversation was.”

About the Dialogic Inquiry Tool: “Trying to just track all the different, it's just too much stuff

happening in those things. It's so hard to keep track. You do one thing but you didn't do three other things or whatever it ends up being. So just focusing specifically on 'did you ask for evidence?' or ‘where could you have found times to ask for warrants’ or whatever.

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