Dialogic interactions in the cooperative classroom. (2016)

• Record Type: Journal Article
• Authors: Gillies, Robyn M.
• Is Part Of: International journal of educational research. Volume 76(2016)
• Page Start: 178
• Page End: 189
• Publication Date: 2016
• Subjects: Dialogic talk -- Dialogic teaching -- Cooperation -- Inquiry-based science; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2015.02.009
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Overview of dialogic teaching and implications for student learning. Dialogic tools that can be used to develop students' proficiency in dialoguing together. Highlights the teacher's key role in mediating student learning. Abstract: Attention in recent years has turned to the key role talk plays in mediating students' learning when they work cooperatively together. There is no doubt that talk, albeit by the teacher or peers, has the capacity to stimulate and extend students' thinking and advance their learning. Teachers do this when they encourage students to engage in reciprocal dialogues where they exchange information, explore issues, interrogate ideas, and tackle problems in a cooperative environment that is supportive of these discussions. In turn, students learn to listen to what others have to say, consider alternative perspectives, and engage critically and constructively with each other's ideas by learning how to reason and justify their assertions as they cooperate together. This study involved three Year 7 teachers and 17 groups of students (3–5 students per group) from their classes. The teachers had agreed to teach two units of cooperative, inquiry-based science across two school terms. All three teachers had been trained to use a dialogic approach to teaching designed to challenge children's thinking and learning. This paper presents examples of both teachers' and students' dialogic interactions and discusses the complementarity of these discourses even though the teachers used slightly different dialogic approaches in interacting with their students.