On the Way to Dialogic teaching:Action Research as a Means to

change Classroom Discourse

Muhammad AzamResearch Scholar

COMSATS Institute of Information Technology Lahore, Pakistan

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

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

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)

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

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

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

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

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.