Writing in the Dialogical Classroom PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Writing in the Dialogical Classroom PDF full book. Access full book title Writing in the Dialogical Classroom by Bob Fecho. Download full books in PDF and EPUB format.
Author: Bob Fecho
Publisher: Principles in Practice
ISBN: 9780814113578
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; Involves thought, reflection, and engagement across time and space; and creates opportunities for substantive and ongoing meaning making. How can we, as teachers, carve out space in our literacy classrooms for a more dialogical approach to writing? Focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter, and he creates an ongoing conversation between classroom practice, theory, and research to show how each informs the others. Drawing on NCTE Beliefs about the Teaching of Writing, this book illustrates the empowerment that can result from dialogical writing even as it examines the complications of implementing this approach in the classroom. In this book, you will discover how to fashion a dialogical writing program that meets your and your students' needs. Fecho helps you get there by providing a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. You'll see how these teachers enact practice in different contexts, and you'll hear them explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. The dialogical classroom: often messy, complex, thoughtful, and inspired, but most of all, full of potential.
Author: Bob Fecho
Publisher: Principles in Practice
ISBN: 9780814113578
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; Involves thought, reflection, and engagement across time and space; and creates opportunities for substantive and ongoing meaning making. How can we, as teachers, carve out space in our literacy classrooms for a more dialogical approach to writing? Focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter, and he creates an ongoing conversation between classroom practice, theory, and research to show how each informs the others. Drawing on NCTE Beliefs about the Teaching of Writing, this book illustrates the empowerment that can result from dialogical writing even as it examines the complications of implementing this approach in the classroom. In this book, you will discover how to fashion a dialogical writing program that meets your and your students' needs. Fecho helps you get there by providing a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. You'll see how these teachers enact practice in different contexts, and you'll hear them explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. The dialogical classroom: often messy, complex, thoughtful, and inspired, but most of all, full of potential.
Author: Klára Šeďová
Publisher: Springer Nature
ISBN: 9811592438
Category : Education
Languages : en
Pages : 190
Get Book Here
Book Description
This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts. The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.
Author: R. J. Alexander
Publisher:
ISBN: 9780954694333
Category : Communication in education
Languages : en
Pages : 57
Get Book Here
Book Description
With dialogue and dialogic teaching as upcoming buzz-words, we face a familiar mix of danger and opportunity. The opportunity is to transform classroom talk, increase pupil engagement, and lift literacy standards from their current plateau. The danger is that a powerful idea will be jargonised before it is even understood, let alone implemented, and that practice claiming to be dialogic will be little more than re-branded chalk and talk or ill-focused discussion. Dialogic teaching is about more than applying tips such as less hands-up bidding. It demands changes - in the handling of classroom space and time; in the balance of talk, reading and writing; in the relationship between speaker and listener; and in the content and dynamics of talk itself.
Author: National Council of Teachers of English
Publisher:
ISBN:
Category : Computers
Languages : en
Pages : 300
Get Book Here
Book Description
The 12 essays collected in this book suggest both practical and theoretical approaches to teaching through networked technologies. Moving beyond technology for its own sake, the book articulates a pedagogy which makes its own productive uses of emergent technologies, both inside and outside the classroom. The book models for students one possible way for teaching and learning the unknown: a dialogic strategy for teaching and learning that can be applied not only to technology-rich problems, but to a range of social issues. This approach, based on the work of Mikhail Bakhtin, understands language itself as a field of creative choices, conflicts, and struggles. After a foreword by Gail E. Hawisher and Cynthia L. Selfe, essays in the book are: (1) "Introduction" (Jeffrey R. Galin and Joan Latchaw); (2) "What Is Seen Depends on How Everybody Is Doing Everything: Using Hypertext To Teach Gertrude Stein's 'Tender Buttons'" (Dene Grigar); (3) "Voices That Let Us Hear: The Tale of the Borges Quest" (Jeffrey R. Galin and Joan Latchaw); (4) "How Much Web Would a Web Course Weave if a Web Course Would Weave Webs?" (Bruce Dobler and Harry Bloomberg); (5) "Don't Lower the River, Raise the Bridge: Preserving Standards by Improving Students' Performances" (Susanmarie Harrington and William Condon); (6) "The Seven Cs of Interactive Design" (Joan Huntley and Joan Latchaw); (7) "Computer-Mediated Communication: Making Nets Work for Writing Instruction" (Fred Kemp); (8) "Writing in the Matrix: Students Tapping the Living Database on the Computer Network" (Michael Day); (9)"Conferencing in the Contact Zone" (Theresa Henley Doerfler and Robert Davis); (10) "Rhetorical Paths and Cyber-Fields: ENFI, Hypertext, and Bakhtin" (Trent Batson); (11) "Four Designs for Electronic Writing Projects" (Tharon W. Howard); and (12) "The Future of Dialogical Teaching: Overcoming the Challenges" (Dawn Rodrigues). A 76-item glossary is attached. (RS)
Author: Jos van den Linden
Publisher: Springer Science & Business Media
ISBN: 1402019319
Category : Psychology
Languages : en
Pages : 262
Get Book Here
Book Description
Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.
Author: Neil Phillipson
Publisher: Taylor & Francis
ISBN: 131722129X
Category : Education
Languages : en
Pages : 206
Get Book Here
Book Description
Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.
Author: Sarah Davies
Publisher: John Catt
ISBN: 1913808912
Category : Education
Languages : en
Pages : 182
Get Book Here
Book Description
Whether considering the art of debate; understanding dialogic teaching methods; the necessity of questioning; or the ability to assess and develop these skills, this book has been written by a classroom teacher, for classroom teachers, in the hope that oracy is dragged out of the shadows and recognised for its significance to improving students’ life skills and future aspirations. When we think about the transferable skills all students will take with them post-academia, oracy, literacy and numeracy should logistically stand proudly side by side. This triad of skillsets are the key components that are used to measure intellectual development in childhood, as well as being further instilled and nurtured in all students throughout their education. However, as children become students and as these students become critical thinkers, an element of this crucial triad appears to have been disowned in recent years. In 2020, oracy appeared to have even less relevance in academia, with the only supportive provision for both Language and Literature to deal with any missed learning being the eradication of any recorded proof of this skill. Yet another indication that oracy has, in some circumstances, been cast into the shadows and banished into the realm of the subject specific curricular. We need to be realistic and embrace the idea that this skill is a necessity to success for all learners post-academia. Training students in the ability to communicate effectively with different audiences in different contexts, needs to be brought back into the spotlight in the hopes that we can attempt to resolve any misconceptions regarding oracy’s place in the curriculum. Through the recognition of the theoretical understanding of communication that will provide the foundations for this book, the aim is that it acts as a supportive guide that will provide suggestions and strategies in order to hopefully empower and encourage educators in all subjects in education, thus restoring the use and appreciation for this necessary skill both inside and outside the classroom. For so long, focus has been on the stress and rigor of assessments, and the fulfilment of the curriculum to ensure that all students can navigate their GCSE examinations. This book will question whether this will have a detrimental effect on students who may have been exposed to fewer of the skills that they will require when leaving an educational setting and venturing into everyday life. So, let’s address the elephant in the room, and provide it a voice.
Author: Martin Nystrand
Publisher:
ISBN: 9780807735732
Category : Education
Languages : en
Pages : 141
Get Book Here
Book Description
Opening Dialogue examines the effects of classroom discourse on learning in 8th- and 9th-grade literature classes, with broad implications for all grade levels and subjects. Dozens of schools and thousands of students participated in this study, the largest in the field. Contents: Dialogic Instruction: When Recitation Becomes Conversation * The Big Picture: Language and Learning in Hundreds of English Lessons * A Closer Look at Authentic Interaction: Profiles of Student, Teacher Talk in Two Classrooms * What's a Teacher to Do?
Author: Rupert Knight
Publisher: Critical Publishing
ISBN: 1912508877
Category : Education
Languages : en
Pages : 155
Get Book Here
Book Description
This book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field. It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles. Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.
Author: David Skidmore
Publisher: New Perspectives on Language a
ISBN: 9781783098408
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism and explains its importance in teaching and learning. The authors present the core concepts of dialogism as a social theory of language and consider the implications of these ideas for pedagogy.
