Challenging Learning Through Dialogue

Name: Challenging Learning Through Dialogue
Brand: CORWIN PRESS INC.
SKU: 9781506376851
Price: 62.99 AUD
Availability: InStock

CORWIN PRESS INC.ISBN: 9781506376851

Strategies to Engage Your Students and Develop Their Language of Learning

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$62.99

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By James A. Nottingham, Jill Nottingham, Martin Renton

Imprint CORWIN PRESS INC.

Release Date 23/05/2017

Format PAPERBACK

Pages 208

Using classroom discussions to teach good habits of thinking Classroom discussion has a major effect on student learning. In fact, dialogue is one of the best vehicles for learning how to think, make moral decisions, and understand another person's point of view. Research also indicates that most teachers talk too much in the classroom and don't wait long enough for students to respond. How do we improve the quality of classroom discussion? Challenging Learning Through Dialogue transforms the most up-to-date research into practical strategies that work. Readers will learn How to build in more "wait-time" for better quality thinking and questioning from students How to use dialogue to teach reasoning, collaboration, and good habits of thinking The three types of dialogue and how to teach the most effective version: exploratory talk Dozens of practical strategies for exploratory dialogue Global examples of fun ways to teach dialogue An innovative new instructional strategy called Classroom Mysteries Written by an internationally known team of educational innovators, this book is for all educators who aim to use effective classroom dialogue to engage students in learning. "This valuable book is a must for teachers and families who wish to have their children learn to think and communicate with greater precision and clarity." Arthur L. Costa, Ed. D., Professor Emeritus California State University Sacramento and Co-Director, International Institute for Habits of Mind "James Nottingham's work on Challenging Learning is a critical element of creating Visible Learners. This new series will help teachers hone the necessary pedagogical skills of dialogue, feedback, questioning, and mindset." John Hattie, Professor & Director, Melbourne Education Research Institute University of Melbourne

List of Figures The Challenging Learning Story Foreword by Guy Claxton Acknowledgements About the Authors Contributors Introduction The Language of Learning Chapter 1: Why Dialogue? 1.0 Why Dialogue? 1.1 Reasons for Dialogue 1: Learning How to Think 1.2 Reasons for Dialogue 2: From Surface to Deep 1.3 Reasons for Dialogue 3: Creating a Climate of Trust 1.4 Reasons for Dialogue 4: Developing Languge to Express Understanding 1.5 Review 1.6 Next Steps Chapter 2: Dialogue Essentials 2.0 Dialogue Basics 2.1 Putting Dialogue in the Context of Educational Objectives 2.2 The Hidden Classroom 2.3 Active Engagement 2.4 Conditions for Successful Dialogue 2.5 Language for Dialogue 2.6 Exploratory Talk 2.7 Review 2.8 Next Steps and Further Reading Chapter 3: Dialogue to Engage Students 3.0 Preview 3.1 Getting the Ethos Right 3.2 Issuing Invitations 3.3 Encouraging and Engaging 3.4 Restating 3.5 Reformulating 3.6 Review 3.7 Next Steps and Further Reading Chapter 4: One Way to Learn How to Think: Develop Reasoning 4.0 Preview 4.1 The Language of Reasoning 4.2 Developing the Language of Reasoning 4.3 Process of Reasoning 4.4 Routines to Develop Reasoning 4.5 Developing a Reasoning Repertoire 4.6 Reasoning Moves 4.7 Review 4.8 Next Steps Chapter 5: Dialogue Groupings 5.0 Preview 5.1 Dialogue Groupings 5.2 Ground Rules for Dialogue Groups 5.3 Whole-Group Dialogue 5.4 Splitting Large Groups Into Two 5.5 Small-Group Dialogues With a Teacher 5.6 Small-Group Dialogues Without a Teacher 5.7 Final Word About Groupings 5.8 Review 5.9 Next Steps and Further Reading Chapter 6: Dialogue Detectives 6.0 Preview 6.1 Appointing Dialogue Detectives 6.2 Clues to Detect: Focusing on Performance 6.3 Clues to Detect: Focusing on Thinking Structures 6.4 Other Clues to 'Detect' 6.5 Review 6.6 Next Steps and Further Reading Chapter 7: Dialogue Structures 7.0 Preview 7.1 Paired Dialogue 7.2 Opinion Lines 7.3 Opinion Corners 7.4 Choosing Corners 7.5 Talking Heads 7.6 Jigsaw Groups 7.7 Clustering 7.8 Review 7.9 Next Steps and Further Reading Chapter 8: Mysteries 8.0 Preview 8.1 Mysteries 8.2 Running a Mystery 8.3 Mysteries in Practice 8.4 Questioning Cause and Effect Within Mysteries 8.5 Reviewing a Mystery Using the SOLO Taxonomy 8.6 Writing Your Own Mysteries 8.7 Review 8.8 Next Steps and Further Reading 8.9.1 Mystery: Should Bjorn Move to France? 8.9.2 Mystery: Louis Pasteur and the Anthrax Vaccine 8.9.3 Mystery: Is Sally a Good Friend? Chapter 9: Odd One Out 9.0 Preview 9.1 Odd One Out 9.2 Benefits of Odd One Out 9.3 How to Use Odd One Out Effectively 9.4 Why and When to Use Odd One Out 9.5 Odd One Out Variations 9.6 Odd One Out Examples 9.7 Extending Odd One Out With Venn Diagrams 9.8 Review 9.9 Next Steps and Further Reading Chapter 10: Fortune Lines 10.0 Preview 10.1 Fortune Lines 10.2 Using Fortune Lines 10.3 Fortune Line of Henry VIII 10.4 Fortune Line for a Visit to Grandma's 10.5 Review 10.6 Next Steps and Further Reading Chapter 11: Philosophy for Children (P4C) 11.0 Preview 11.1 Philosophy for Children 11.2 The Community of Inquiry 11.3 Philosophical Questions 11.4 Dialogue Through P4C 11.5 P4C Sequence-Overview 11.6 P4C Sequence-In Depth 11.7 Review 11.8 Next Steps and Further Reading Chapter 12: Dialogue Exercises in P4C 12.0 Preview 12.1 Dialogue Exercises 12.2 Make a Choice, Give a Reason 12.3 Concept Stretching: Fairness 12.4 Review 12.5 Next Steps and Further Reading Appendix 1. Dialogue Detectives Appendix 2. Louis Pasteur Script Repertoire and Judgement Notes References Index

Challenging Learning Through Dialogue

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Challenging Learning Through Dialogue

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