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Challenging learning through dialogue : strategies to engage your students and develop their language of learning /
Using classroom discussions to teach good habits of thinking Research shows that classroom discussion has a major effect on student learning. So, how do we get students to talk more? Challenging Learning Through Dialogue transforms the most up-to-date research into practical strategies that work. R...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
Corwin,
2017.
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| Edición: | 1st. |
| Colección: | Challenging learning series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- List of Figures; The Challenging Learning Story; Foreword by Douglas Fisher; Acknowledgments; About the Authors; Contributors; Introduction; The Language of Learning; Chapter 1: Why Dialogue?; 1.0 Why Dialogue?; 1.1 Reasons for Dialogue 1: Learning How to Think; 1.2 Reasons for Dialogue 2: From Surface to Deep; 1.3 Reasons for Dialogue 3: Creating a Climate of Trust; 1.4 Reasons for Dialogue 4: Developing Language to Express Understanding; 1.5 Review; 1.6 Next Steps; Chapter 2: Dialogue Essentials; 2.0 Dialogue Basics; 2.1 Putting Dialogue in the Context of Educational Objectives; 2.2 The Hidden Classroom; 2.3 Active Engagement; 2.4 Conditions for Successful Dialogue; 2.5 Language for Dialogue; 2.6 Exploratory Talk; 2.7 Review; 2.8 Next Steps and Further Reading; Chapter 3: Dialogue to Engage Students; 3.0 Preview; 3.1.
- Getting the Ethos Right; 3.2 Issuing Invitations; 3.3 Encouraging and Engaging; 3.4 Restating; 3.5 Reformulating; 3.6 Review; 3.7 Next Steps and Further Reading; Chapter 4: One Way to Learn How to Think: Develop Reasoning; 4.0 Preview; 4.1 The Language of Reasoning; 4.2 Developing the Language of Reasoning; 4.3 Process of Reasoning; 4.4 Routines to Develop Reasoning; 4.5 Developing a Reasoning Repertoire; 4.6 Reasoning Moves; 4.7 Review; 4.8 Next Steps; Chapter 5: Dialogue Groupings; 5.0 Preview; 5.1 Dialogue Groupings; 5.2 Ground Rules for Dialogue Groups; 5.3 Whole-Group Dialogue; 5.4 Splitting Large Groups Into Two; 5.5 Small-Group Dialogues With a Teacher; 5.6 Small-Group Dialogues Without a Teacher; 5.7 Final Word About Groupings; 5.8 Review; 5.9 Next Steps and Further Reading; Chapter 6.
- Dialogue Detectives; 6.0 Preview; 6.1 Appointing Dialogue Detectives; 6.2 Clues to Detect: Focusing on Performance; 6.3 Clues to Detect: Focusing on Thinking Structures; 6.4 Other Clues to Detect; 6.5 Review; 6.6 Next Steps and Further Reading; Chapter 7: Dialogue Structures; 7.0 Preview; 7.1 Paired Dialogue; 7.2 Opinion Lines; 7.3 Opinion Corners; 7.4 Choosing Corners; 7.5 Talking Heads; 7.6 Jigsaw Groups; 7.7 Clustering; 7.8 Review; 7.9 Next Steps and Further Reading; Chapter 8: Mysteries; 8.0 Preview; 8.1 Mysteries; 8.2 Running a Mystery; 8.3 Mysteries in Practice; 8.4 Questioning Cause and Effect Within Mysteries; 8.5 Reviewing a Mystery Using the SOLO Taxonomy; 8.6 Writing Your Own Mysteries; 8.7 Review; 8.8 Next Steps and Further Reading; 8.9.1 Mystery: Should Bjørn Move to France?
- 8.9.2 Mystery: Louis Pasteur and the Anthrax Vaccine; 8.9.3 Mystery: Is Sally a Good Friend?; Chapter 9: Odd One Out; 9.0 Preview; 9.1 Odd One Out; 9.2 Benefits of Odd One Out; 9.3 How to Use Odd One Out Effectively; 9.4 Why and When to Use Odd One Out; 9.5 Odd One Out Variations; 9.6 Odd One Out Examples; 9.7 Extending Odd One Out With Venn Diagrams; 9.8 Review; 9.9 Next Steps and Further Reading; Chapter 10: Fortune Lines; 10.0 Preview; 10.1 Fortune Lines; 10.2 Using Fortune Lines; 10.3 Fortune Line of Henry VIII; 10.4 Fortune Line for a Visit to Grandma's; 10.5 Review; 10.6 Next Steps and Further Reading; Chapter 11: Philosophy for Children (P4C); 11.0 Preview; 11.1 Philosophy for Children; 11.2 The Community of Inquiry; 11.3 Philosophical Questions; 11.4 Dialogue Through P4C; 11.5 P4C.