Constructing learning communities through Dialogical Methods
"…language is the main tool that promotes
thinking, develops reasoning, and supports cultural activities like reading and
writing" (VYGOTSKY, 1978)
Highlighted topics:
Socratic Questioning
Dialogical Method
Socratic Question
As
teachers we must help students to develop their critical thinking skills, thus it
is important to create opportunities for that. Teachers cannot simply “pass the
knowledge” by lecturing only as if he owns “the box of knowledge”. Lecturing in a classroom may be efficient when
it is combined with a variety of teaching strategies.
Socratic questions
might be used in classroom as a means of creating this challenging learning
atmosphere. Thoughts, ideas are discussed in a distributive way of learning and
teaching. The process becomes
democratic and no-one possesses the “box of knowledge”, instead it is cooperatively
built.
The teacher
must be aware of the lesson outcomes and, of course, how to use Socratic
questioning appropriately. Questioning must never be used as a way to punish or embarrass
students but as a way of instigating the pursuit of knowledge.
- Use of conceptual clarification question
- Probing assumptions
- Probing rationale, reasons and evidence
- Questioning viewpoints and perspectives
- Probe implications and consequences
- Questions about the question
Questions, questions, questions…
- What kind of strategies can we use to develop high thinking skills?
- Have we been giving students clear instructions?
- Have we been making information too difficult to understand?
- Have we been able to listen to our students carefully and considerably?
- Have we been using questions to instigate and build knowledge?
- Have we been using intelligent questions which require thoughtful answers?
- As teachers, do we know how to be humble in a classroom?
Dialogical Method
A dialogic attitude is a state of mind. Working in a dialogical approach
means to be open to transformation and to collective construction. It
comprehends a lot of traits such as: empathy, kindness, reciprocity, honesty,
trust, participation, respect, engagement etc.
- Body language plays an essential role in a dialogue.
- For more information on Dialogical Method click on www.hamk.fi/diale
Here is
an excerpt which best explains the relevance and effectiveness of methods which
empower critical thinking skills through the use of a dialogical learning
approach/ Socratic questioning:
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on "authority" are no longer valid; in order to function authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. People teach each other, mediated by the world, by the cognizable objects which in banking education are "owned" by the teacher (1993, p.61)
PEDAGOGY OF
THE OPPRESSED by Paulo Freire. New York: Continuum Books, 1993 – available at: http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html
Acessed on Feb 2015).
Teachers play a fundamental role as a facilitador for communication and interaction in a classroom.They can they can foster knowledge construction by building active learning communities through the use of socratic peer discussions and dialogical methods.
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