On the way to dialogic teaching
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This document discusses a study on implementing dialogic teaching principles in lower secondary classrooms through action research. It describes dialogic teaching as more collaborative between students and teachers, compared to authoritative teaching which is controlled by the teacher. The study involved teacher training seminars, video recordings of classroom lessons before and after training, and student questionnaires. Data analysis looked at changes in teacher and student discourse patterns based on codes for question/reply openness and cognitive demand. The results showed teachers asked more open-ended questions and students gave longer, more cognitively complex responses after the dialogic teaching intervention.
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On the way to dialogic teaching
- 1. On the Way to Dialogic teaching: Action Research as a Means to change Classroom Discourse Muhammad Azam Research Scholar COMSATS Institute of Information Technology Lahore, Pakistan
- 2. Introduction • This Study focuses on implementing dialogic teaching principles in lower secondary school teaching. • Two kinds of teaching • Authoritative: controlled by the teacher • Dialogic: collaboration between students and teacher
- 3. Introduction • Vygotsky’s idea of zone of proximal development – Difference between the current level of a child’s performance and the potential development level with a teacher’s assistance. • Scaffolding – A temporary support provided to the student by the teacher. – To focus on the particular skill at the particular time
- 4. Features of Dialogic teaching • The focus on particular aspects of classroom discourse assessed according to the dialogic quality it introduces. • We can assess this by focusing the dialogues between teacher and students. – Question level – Question length – Question ecology – Communication pattern – Classroom interaction (Smart and Marshall, 2013)
- 5. Features of Dialogic teaching • Model proposed by Nystrand et al. (1997): – Authentic questions – Uptake – Higher-order evaluation – Open discussion • Model of kuo, Clark, Anderson and others; – Authority – Question – Feedback – Connecting student ideas – Explanation – Collaboration
- 6. Methodology • Seminar for teachers (Teacher Development Programme) – Four teachers participated • Discussion of the presented topics • Video recording of the classrooms • Discussion of the recording between teachers and the researcher
- 7. Data Collection • 1. interview between a teacher and a reseacher • 2. Sound recording of group discussion at seminars • 3. video recordings form lesson • 4. sound recording of reflective interviews • 5. Questionnaire for the students at the beginning and at the end of the programme
- 8. Data Analysis • The use of ATLAS.ti and Statistica • A set of codes for analysis of data; – The character of teacher initiations • (openness, cognitive, demand) – The character of student replies • Length, cognitive correspondence – The presence of student initiations and their nature • Cognitive demand and openness – The occurrence of triadic interaction
- 9. Data Analysis • The use of t-test; – For analysis of control and experimental group of teachers • Conclusion • Teachers made their questions more open and more cognitively and students replies became longer and their initiations also grew. • Teachers changed the way they communicate.