about dialogue method of plato

1. Dialogue method
3rd/paper-302
BY:-Mrs.RINKI KUMARI
DEPTT.OF EDUCATION
MMHA&PU, PATNA

2. Dialogue method

3. introduction
• Adialogueis a forumthat drawsparticipantsfromas
many partsof the community as possibleto exchange
informationface-to-face, sharepersonalstoriesand
experiences, expressperspectives, darifyviewpoints,
anddevelopsolutionsto communityconcerns.
• Theworddialoguemeans‚thewordbetweenus‛.

4. Meaning of dialogue method
• Dialogue-basedlearning,recognizesthe uniquelifeexperiences
eachlearnerbringsto the learninginteraction.it learnnew
knowledge,attitudes,or skillsbest whenthe informationpresented
is relevantto theirlifeexperiences.
• ‚Dialogueteaching‛meansusing talkmost effectivelyfor
carryingout teachingand learning.Dialogueteachinginvolves
ongoingtalkbetweenteacherand students,not just teacher-
presentation.
• Throughdialogue,teacherscan elicitstudentseveryday,‘common
sense’perspectives,engagewiththeirdevelopingideasand help
themovercomemisunderstandings.

5. What does it look like in practice?
• Indialogicclassroomschildrendon’t just providebrief
factual answersto ‘test’or ‘recall’questions,or merely
spot the answerwhichthey thinkthe teacherwantsto
hear. Insteadtheylearn andare encouragedto:
“ narrate“ explain“ analyze“ speculate“ imagine“
explore“ evaluate“ discuss“ argue“ justify“ ask
questionsof theirown

6. Inlearning,as in life,all theseformsof talkare necessary.To facilitate
thedifferentkindsof learningtalk,childrenin dialogicclassroomsalso:
“ Listen
“Thinkaboutwhattheyhear
“ Giveotherstimeto think
“ Respectalternativeviewpoints
Manyof theteachersin thedialogicteachingdevelopmentprojectshave
negotiatedground-rulesfor talkalongthelinesabove,andtheseare
frequentlyreviewedwiththe pupils.In dialogicclassroomsteachers
consciouslyuse discussionandscaffoldeddialogue,as well as theother
kindsof teachertalk.

7. meaning of ‘scaffolded dialogue’?
Discussionentailsthe openexchangeof viewsandinformation
in orderto exploreissues,testideasandtackleproblems.It can
beled by oneperson(theteacheror a pupil),or it canbe
undertakenby the groupcollectively.Scaffoldeddialogue
involves:
• Interactionswhichencouragechildrento think,andto thinkin
differentways
• Questionswhichrequiremuchmorethansimplerecall

8. • Answerswhichare followedup andbuiltonratherthanmerely
received
• Feedbackwhichinformsandleadsthinkingforwardas well as
encourages
• Contributionswhichare extendedratherthanfragmented
• Exchangeswhichchaintogetherintocoherentanddeepeninglinesof
enquiry
• Classroomorganization,climateandrelationshipswhichmakeall this
possible.
Again,all ofthesehavetheirplace:nooneformofinteractiononits
ownwill sufficefor thevariedpurposes,contentandcontextsofa
moderncurriculum.

9. Whatare the principlesof dialogicteaching?
Whatever kindsof teachingand learningtalkare on offer,
andhoweverthe interactionis organized, teachingis
morelikelyto be dialogicif it is:
• Collective-Participantsaddresslearningtaskstogether.
• Reciprocal-Participantslistento eachother, shareideas
andconsideralternativeviewpoints.

10. • Supportive-Pupilsexpresstheirideasfreely, without fear
of embarrassment over ‘wrong’answers,and theyhelp
eachotherto reach commonunderstandings.
• Cumulative-Participantsbuildon answersand otheroral
contributionsandchain themintocoherentlinesof
thinkingand understanding.
• Purposeful-Classroomtalk, thoughopenand dialogic, is
alsoplannedand structuredwith specificlearninggoals
in view.

11. Advantages
• Speakingand listeningskills.
• Arespectful, humaneway of relatingto pupils.
• Engagement and motivation.
• Democraticpreparation.
• Ameansof learning.
• Developingargumentionandcritical thinking.