| 000 | 05016nam a22003257a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20230428091545.0 | ||
| 008 | 230421b |||||||| |||| 00| 0 eng d | ||
| 020 | _a9781506376851 (pbk. : alk. paper) | ||
| 040 |
_arda _bEnglish _cMSULIB _erda |
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| 050 | 0 | 0 | _aLB1027.44 NOT |
| 100 | 1 |
_aNottingham, James, _eauthor. |
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| 245 | 1 | 0 |
_aChallenging learning through dialogue : _bstrategies to engage your students and develop their language of learning / _ccreated by James Nottingham, Jill Nottingham, and Martin Renton. |
| 264 | 1 |
_bCorwin, a SAGE company, _c2017 |
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| 300 |
_axxi, 184 pages : _billustrations ; _c30 cm |
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| 336 |
_atext _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 490 | 0 | _aChallenging learning series | |
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | _aList 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 | ||
| 520 | _aUsing 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. Readers will learn How to build in more "wait-time" for better quality thinking and questioning from students How to use dialogue to teach reasoning, collaboration, and good habits of thinking The three types of dialogue and how to teach the most effective version: exploratory talk Dozens of practica | ||
| 650 | 0 | _aQuestioning. | |
| 650 | 0 | _aCommunication in education. | |
| 650 | 0 | _aTeacher-student relationships. | |
| 700 | 1 |
_aNottingham, Jill, _eauthor. |
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| 700 | 1 |
_aRenton, Martin, _eauthor. |
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| 830 | 0 | _aChallenging learning series | |
| 942 |
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