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Response: Listening To Parents With Our Heads And Hearts

Response: Listening To Parents With Our Heads And Hearts | Dialogue and Learning | Scoop.it
(This is the first in a multi-part series on this topic) Cheryl Suliteanu asked: How do we educate families about the ways in which they can support their children, without insulting their trust in us to do what's best, and while not placing blame?
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Dialogue and Learning
Dialogue is central to learning from preschool to adulthood.  Focus on classroom discourse:  teachers and students using oral communication skills for learnng.
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Classroom Discussions around Text | coretaskproject

In the video linked here, Dr. David Pearson describes the value of strong classroom discussions around text. He posits that there are three elements of strong classroom discourse which include 1) Selecting texts worth ...
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Turning 32 Years Into 6 Simple Takeaways

Turning 32 Years Into 6 Simple Takeaways | Dialogue and Learning | Scoop.it
Teacher Advice? A Teacher Reflects Back On 32 Years And Offers 6 Simple Nuggets Of Advice
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To see Sharon’s advice in action, check out her kidblog: https://kindergartenlife.wordpress.com/tag/kindergarten/

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Frances's curator insight, April 23, 12:30 PM

To see Sharon’s advice in action, check out her kidblog: https://kindergartenlife.wordpress.com/tag/kindergarten/

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Grade 3 Teacher Reveals Heartbreaking Notes From Students

Grade 3 Teacher Reveals Heartbreaking Notes From Students | Dialogue and Learning | Scoop.it
Kyle Schwartz is a third grade teacher at Doull Elementary in Denver, Colorado.
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Are You Really Listening? Three Ways to Tell

Are You Really Listening? Three Ways to Tell | Dialogue and Learning | Scoop.it
Jean Johnson, author of the April 2015 EL article “Getting Your Message Out (and Why It’s Not Enough),”explains three questions that can determine whether public meetings enlighten or polarize. By Jean Johnson You’ve convened a community meeting to discuss an important school issue. You lay out a problem or proposal and invite questions and comments. Will the meeting strengthen public trust and engagement? How much genuine dialogue will take place? Here are three questions to keep in mind as you head into a public event. How you answer them could determine how well you connect. How much time will be devoted to “presenting” versus hearing what people have to say? Describing a problem or proposal clearly and giving people accurate information is obviously step one. But “engagement” has to be more than 15 minutes of Q & A tacked on after an hour of speechifying. Unless there’s ample time for genuine give-and-take with the audience, people are more likely to feel “talked at” than included and respected. How will you respond when people disagree with you? Will you focus on trying to understand their perspectives, or will you (as we all tend to do) be mentally dismissing their arguments as they speak. Pushing back against criticism is a natural reaction, but the hallmark of dialogue is the exchange of ideas. It’s not an exercise in persuasion. It assumes that other people have useful questions to raise. What will you do afterward? Real listening means mulling over what you’ve heard and thinking creatively about how to address people’s concerns. You’ll never make everyone happy, of course, and an education leader’s first responsibility is to the students, so your ultimate decisions have to reflect what’s best for them. But parents, teachers, and community members often spot potential glitches and complications you might not anticipate on your own. You can’t always accommodate your critics, but taking time to respectfully explain your reasoning allows you to connect with people even when you don’t agree with them.
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Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement - KQED (blog)

Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement - KQED (blog) | Dialogue and Learning | Scoop.it
Inserting longer pauses throughout classroom instruction time can help students and educators open up to greater possibilities.
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Silence has value, too.

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learntolearn » Blog Archive » Collaborative Learning Can Begin in Kindergarten

learntolearn » Blog Archive » Collaborative Learning Can Begin in Kindergarten | Dialogue and Learning | Scoop.it
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Collaborative Learnig

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U-46 offers options for students with higher reading skills

U-46 offers options for students with higher reading skills | Dialogue and Learning | Scoop.it
Nearly half of Elgin Area School District U-46 middle school students will not be required to take reading next school year, officials said. "Students scoring above the 50th percentile will have the opportunity to choose other electives, which one of them is advanced reading," said Perry Hayes, principal of Ellis Middle School.
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Is this solving problems or creating them?

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Teaching Visual Literacy Makes a Big Difference

Teaching Visual Literacy Makes a Big Difference | Dialogue and Learning | Scoop.it
Would you add some thoughts about visual literacy, that is, questioning the artist/illustrator in the same way we are questioning the author/text … prior to analyzing the text. Thank you. I’ve been carrying this question around for a while, trying to think up a good answer. On the one hand, I’ve never been a big fan of “visual literacy.” It’s not that I’m insensitive to the idea that pictures have value, but I’ve never been willing to put pictures on the same plane as the printed word.
Frances's insight:

Teaching all the necessary reading skills

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Frances's curator insight, March 24, 12:46 PM

Teaching all the necessary reading skills

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What Teachers Are Saying about Formative Assessment and Professional Learning

What Teachers Are Saying about Formative Assessment and Professional Learning | Dialogue and Learning | Scoop.it
Since last summer, I’ve had the real pleasure of facilitating an online course on formative assessment for the National Council of Teachers of English (NCTE). In each of the first two cohor
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Formative assessment can initiate or sustain a dialogue between teachers and learners.

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Frances's curator insight, March 10, 2:30 PM

More about formative assessment

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learntolearn » Blog Archive » The Teacher’s Role in Metacognitive Learning

learntolearn » Blog Archive » The Teacher’s Role in Metacognitive Learning | Dialogue and Learning | Scoop.it
Frances's insight:

Dialogue with students

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Frances's curator insight, February 5, 9:41 AM

What kind of learners do we hope students will become?

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Engaging Your School Community Through Social Media

Engaging Your School Community Through Social Media | Dialogue and Learning | Scoop.it
A school leader shares his strategies for connecting his community via the school website, Facebook, Twitter, LinkedIn, YouTube, WeChat, and staff blogs.
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Taking Charge: 5 Key Strategies for DIY PD

Taking Charge: 5 Key Strategies for DIY PD | Dialogue and Learning | Scoop.it
Educators create their own professional development opportunities with the many resources available via social media, bringing their admins on board with this new model.
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learntolearn » Blog Archive » Allows All to Have Their Voices Heard

learntolearn » Blog Archive » Allows All to Have Their Voices Heard | Dialogue and Learning | Scoop.it
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The conversational basis of learning....and learning how to learn.

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Hearing about math at the table can improve preschoolers’ skills

Hearing about math at the table can improve preschoolers’ skills | Dialogue and Learning | Scoop.it
New research from Chile’s Pontifical Catholic University and University of Michigan suggests that moms who talk about math with their preschoolers at the dinner table can improve their children'
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8 Strategies To Help Students Ask Great Questions

8 Strategies To Help Students Ask Great Questions | Dialogue and Learning | Scoop.it
8 Strategies To Help Students Ask Great Questions
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Questions and Dialogue

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Learning with 'e's: Teaching and learning through dialogue

A few months ago, I wrote a blog post entitled 'Learning as dialogue' which was essentially about how students can learn through conversation and by discussing their ideas with each other. This theme is echoed in my new book Learning with 'e's which was published this week. An extract from the book relates one of my own student experiences:

"The teachers who have inspired me most are those who have been accessible rather than remote, personable instead of stand-offish, and knowledgeable without being arrogant. Most importantly, they conversed with me rather than lectured. One of the lecturers in the first year of my undergraduate degree inspired me to learn more and to push myself to my limits to become more knowledgeable in my subject area.

"Dr Ken Gale did this using nothing more than a whiteboard and pen, along with constant discussion and questioning. Ken has since become one of my valued colleagues. This kind of simple Socratic discourse was deceptively powerful, did wonders for my self esteem and piqued my appetite for more knowledge. There was no need for him to use any other visual aids or learning resources. Ken simply pointed us in the direction of relevant reading, and strategically slipped the names of key theorists into his discussions with us.

"For me this was a skillful, but relaxed and unobtrusive kind of pedagogy, involving every student in the room, debating, deliberating and generally exploring together the nuances and intricacies of our subject. There was no lecturing, and there were no absolutes. Just the inspiration of the discussion and the joy of knowing that you were going to leave the classroom with more questions than when you came in.

"It seems clear to me that to encourage open and frank dialogue in a formal learning environment, the power differential between teacher and student must be removed. When teachers wish to promote democratic learning, students are given license to challenge and encouraged to discuss, debate, argue. Passive consumption of delivered knowledge is then replaced by full engagement with the subject matter through conversation. The conversation around the topic becomes the new curriculum, enabling each student to act as an open minded, independent thinker who can defend his or her position without resorting to dogmatic assertions based on partial understanding or incomplete knowledge.

"The best teachers encourage all students to participate and value all contributions, incorporating as many as possible into an extended conversation around the topic."

Via Miloš Bajčetić
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A handy flowchart for enhancing classroom discussion - Daily Genius

A handy flowchart for enhancing classroom discussion - Daily Genius | Dialogue and Learning | Scoop.it
Do you like to have a free-flowing exchange of ideas in the classroom? Do you encourage and nurture dissenting opinions? Do your students feel empowered to voice their thoughts and critiques of research or ideas?

Via John Evans
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Learning to discuss, debate, disagree.  Do we need that now?

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learntolearn » Blog Archive » Checking For Understanding: Start with the Student

learntolearn » Blog Archive » Checking For Understanding: Start with the Student | Dialogue and Learning | Scoop.it
Frances's insight:

Talking to students about their learning challenges

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How Dialogue Circles Promote Student Growth

How Dialogue Circles Promote Student Growth | Dialogue and Learning | Scoop.it
Dialogue circles promote brain function and help "increase generosity, trust, intrinsic motivation, social connection, and cooperation" among students.
Frances's insight:

Why doesn't oral language/dialogue get more attention in education?

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Formative Assessment Tools & Resources

Formative Assessment Tools & Resources | Dialogue and Learning | Scoop.it
Gretchen Vierstra has compiles a list of quick tips and resources for formative assessment.
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learntolearn » Blog Archive » Student Voice and Community

learntolearn » Blog Archive » Student Voice and Community | Dialogue and Learning | Scoop.it
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Dialogue:  Student WITH teacher

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learntolearn » Blog Archive » Here’s One Teacher’s Answer to When….

learntolearn » Blog Archive » Here’s One Teacher’s Answer to When…. | Dialogue and Learning | Scoop.it
Frances's insight:

Talking to children about their learning!

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Frances's curator insight, February 2, 6:16 PM

Graphic borrowed from....have to find this for credit

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Using Expertise to Group Students

Using Expertise to Group Students | Dialogue and Learning | Scoop.it
By regrouping students for certain lessons, schools can leverage the instructional expertise of their teachers. See how one school builds differentiated instruction and regrouping students into their science program.
Frances's insight:

Teachers talking to other teachers

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Advocacy for One Child Becomes Advocacy for All Children

Advocacy for One Child Becomes Advocacy for All Children | Dialogue and Learning | Scoop.it
At the Science of Dyslexia hearing, Kristin Kane shared her story of how advocating for her own child became advocating for all children.
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Frances's curator insight, December 5, 2014 12:23 PM

We need many voices