Dialogic teaching harnesses the power of talk to stimulate thinking and advance learning. It is based on Vygotsky's view that learning occurs through social and cultural contexts. Effective dialog involves analyzing ideas rather than just accepting facts, with students helping each other learn through discussion and collaborative knowledge building. The key principles are that knowledge is constructed through dialogue between differing perspectives, teachers and students are fully engaged, and meanings are explored internally rather than imposed externally, leading to powerful learning and improved thinking.

2. Dialogical means -Characterized by dialogue
or Participating in dialogue.
 Dialogic teaching harnesses the power of talk
to stimulate and extend pupils’ thinking and
advance their learning and understanding.
 Russian psychologist Lev Vygotsky
emphasized that all learning is located in
social, cultural and historical context,

3.  Vygotsky has helped educators to see the
centrality of language in children’s
development,
 As a result body of research that supports
the view that talk is the key to learning.
 Alexander, dialogic teaching reflects a view
that knowledge and understanding come
from analyzing ideas and exploring
values, rather than unquestioningly accepting
somebody else’s certainties.

4.  Charis Watkins identified what he calls a co-
construction model where learning is
conceptualized as creating knowledge as of
during things with others’
 He identified key aspects of his model as follows:
 -Students operate together to improve
knowledge
 -Students help each other to learn through
dialogue
 -Learning goals emerge and develop during
enquiry

5.  Dialogic teaching and Learning stems from the
following principles:
 Knowledge is not fixed.
 The dialogue between these different perspectives
leads to new understandings and new knowledge.
 Teachers and students can become move fully
engaged in learning in an environment where these
differences are respected and rigorously explored.
 Such exploration, where meanings are constructed
from the inside by learners in dialogue, rather than
imposed from the outside leads to powerful
learning.
 Learning through dialogue leads not only to content
knowledge but improved thinking skills.