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3. 4 Promote dialogue as a means of learning
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3. 4 Promote dialogue as a means of learning


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The fourth and final part of Domain 3 South Australian Curriculum document Teaching for Effective Learning

The fourth and final part of Domain 3 South Australian Curriculum document Teaching for Effective Learning

Published in: Education

  • @unclegaryfromsweden Thank you so much for all of this . The comment is very encouraging and the websites are bookmarked for me to look at. As it happens I have a new Swedish student in my class who has come to live in Australia. I am sure he will help me if I need to find something out from your websites. I am glad you have found my website helpful because that is how I have designed it. It is good when we all share what we do and have done and a retired teacher is worth their weight in gold - all that knowledge and time to share it at their leisure!!
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  • Sally! Thank You for sharing Your knowledge and thank Yo for the very nice comment on The mystery with the puck who disappeared on my Slideshare Uncle Gary from Sweden. I´ve been visiting Your website too and I´m impressed!
    I ´m a teacher myself and before I retired I used to teach Spanish. Then I built a site for Swedish speaking students who want to practise their Spanish and I called it don Gerardo and You can find it on this adress:
    I can understand that You don´t understand very much of it but You can always click some links and see how teh exercises work.
    I run a blog on: called don Gerardo de Suecia where I publish things about Sweden and my life here.
    Good luck with the E-learning and your French and German!
    (Ich kann auch ein Bisschen Deutsch verstehen)
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  • @juaomaya When we first got whiteboards in our classes I was horrified how students would just stare at anything - even a blue screen or error message with this fixed glazed stare. I then had to work with laptops and I still get students staring deeply onto a screen with a glaze. It is something you have to actively teach studnets - what that means and how it means they are easily manipulated and cannot think. What you have said is true but it is a good reason to get technology in a classroom and teach students how to benefit from it. My students laugh at me now when I say - okay - I am worth far more than that laptop - look at me and listen for a minute. Then we laugh at those who cannot look at me and are pulled back into their screen. I HAVE to actively work on that point you have raised and it works well and then they can read deeply and absorb far more content than with just books and boards.
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  • @auntce Thank you for such a lovely compliment but I think there are a lot of teachers like me. You just don't hear about them. We are in a transitional phase and I have to say (because I work with them closely) there are some lovely new teachers coming into the force.
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  • Very creative slide designs for very creative content. Thanks.....
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  • 1. Teaching foreffective learning3.4 Promote dialogue as a means of learning
  • 2. sally07 2
  • 3. Develop a culture of mutual respect Do they talk amicably with others who are outside of their friendship group? Can they work positively with anyone ? Do they listen attentively to others? Do they consider how someone else might see something?sally07 3
  • 4. Establish agreed routines Do you have routines for discussions? Do you explain how they can contribute positively? Do they know to think before they say? Do they know how to include and acknowledge others?sally07 4
  • 5. Teach and model strategies for dialogue Do they know how to comment logically on what has been said ? Do they understand how to be sensitive and aware to cultural and special needs? Do they act rather than react? Do they share ideas in an equitable way?sally07 5
  • 6. Pose thought-provoking questions Do you intrigue them as they learn? Do you encourage them to look for the mysteries and the unexplained? Can they provide evidence and examples to support what they are thinking? Do they know what they need to know in terms of the big picture and big issues?sally07 6
  • 7. Think out loud Talk as you do something. Talk as you work something out. Tell them what you are thinking and ask what they think. Ask about interpretations and what something could and might mean.sally07 7
  • 8. Encourage rich questioning Scaffold their thinking so they come up with good questions. Rich questions come from a rich vocabulary and sentence structure. Do they listen carefully to others? Use visual literacy to promote deep thought and questioning.sally07 8
  • 9. Incorporate dialogue and discussion Do they know how to articulate how they are learning and what they need to do? Do they know how to share their ideas with others? Are they familiar with a number of ways for getting help and support? Do you give them one to one time?sally07 9
  • 10. Challenge assumptions Can they identify context and cultural bias? Do they know how to agree to disagree? Can they see how views change across time and space? Do they know how to challenge you politely?sally07 10
  • 11. Encourage them to give feedback Do you use, , or similar to ensure everyone can easily give and receive feedback? Do you demonstrate the value of two way feedback? Do ask them what they value in what you are doing? Do you encourage them to contribute to practical problem solving in class?sally07 11
  • 12. Ask them to explain Challenge their assumptions. Ask them to support their ideas. Get them to respond in a variety of ways. Get them to explain something to someone else.sally07 12
  • 13. Use learning supports Do have models for discussions? Do you work on peer assessment? Do you have rubrics for sharing and contribution? Do you clearly identify steps in thinking and learning?sally07 13
  • 14. Encourage them to participate Do you have group work routines? Do you use resources which allow everyone to contribute? Do you use a variety of strategies for feedback and discussion? Are they valued?sally07 14
  • 15. Teach speaking skills Create rituals for speaking. Teach public speaking skills. Get them to record themselves and listen to how they sound. Have routines for oral lessons. Are their opportunities to speak?sally07 15
  • 16. Promote active listening Are they plugged into other devices when someone is talking? Are they tuned in rather than tuned out? Do you gesture as well as ask for listening? Do they know how to do peer assessments? Do you listen when they speak?sally07 16
  • 17. sally07 17