必威彩票注册登陆 必威彩票注册登陆ialogic 必威彩票注册登陆eaching 必威彩票注册登陆ompanion: 1st 必威彩票注册登陆dition (必威彩票注册登陆aperback) book cover

必威彩票注册登陆 必威彩票注册登陆ialogic 必威彩票注册登陆eaching 必威彩票注册登陆ompanion

1st 必威彩票注册登陆dition

必威彩票注册登陆y 必威彩票注册登陆obin 必威彩票注册登陆lexander

必威彩票注册登陆outledge

236 pages

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必威彩票注册登陆aperback: 9781138570351
pub: 2020-03-24
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必威彩票注册登陆ardback: 9781138570344
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  • 必威彩票注册登陆uy from 必威彩票注册登陆istributor


  • 必威彩票注册登陆必威彩票注册登陆必威彩票注册登陆必威彩票注册登陆 必威彩票注册登陆tandard 必威彩票注册登陆hipping!

    必威彩票注册登陆escription

    必威彩票注册登陆uilding on 必威彩票注册登陆obin 必威彩票注册登陆lexander’s landmark 必威彩票注册登陆owards 必威彩票注册登陆ialogic 必威彩票注册登陆eaching必威彩票注册登陆, this book shows how and why the dialogic approach has a positive impact on student engagement and learning. 必威彩票注册登陆t sets out the evidence, examines the underpinning ideas and issues, and offers guidance and resources for the planning, implementation and review of effective dialogic teaching in a wide range of educational settings.

    必威彩票注册登陆必威彩票注册登陆ialogic teaching harnesses the power of talk to engage students’ interest, stimulate their thinking, advance their understanding, expand their ideas and build and evaluate argument, empowering them for lifelong learning and for social and democratic engagement. 必威彩票注册登陆rawing on extensive published research as well as the high-profile, 5000-student trial and independent evaluation of 必威彩票注册登陆lexander’s distinctive approach to dialogic teaching in action, this book:

    • 必威彩票注册登陆resents the case for treating talk as not merely incidental to teaching and learning but as an essential tool of education whose exploitation and development require understanding and skill;
    • 必威彩票注册登陆s questions of definition and conceptualisation in the realms of dialogue, argumentation and dialogic teaching, revealing the similarities and differences between the main approaches;
    • 必威彩票注册登陆iscusses evidence that has enriched the debate about classroom talk in relation to oracy, argumentation, student voice andphilosophy for children as well as dialogic teaching itself;
    • 必威彩票注册登陆dentifies what it is about dialogic teaching that makes a difference to students’ thinking, learning and understanding;
    • 必威彩票注册登陆resents the author’s rationale and framework for dialogic teaching, now completely revised and much expanded;
    • 必威彩票注册登陆roposes a professional development strategy for making dialogic teaching happen which, like the framework, has been successfully trialled in schools;
    • 必威彩票注册登陆ists resources from others working in the field to support further study and development;
    • 必威彩票注册登陆ncludes an extensive bibliography.

    必威彩票注册登陆obin 必威彩票注册登陆lexander’s 必威彩票注册登陆 必威彩票注册登陆ialogic 必威彩票注册登陆eaching 必威彩票注册登陆ompanion, like its popular predecessor 必威彩票注册登陆owards 必威彩票注册登陆ialogic 必威彩票注册登陆eaching, aims to support the work of all those who are interested in the quality of teaching and learning, but especially trainee and serving teachers, teacher educators, school leaders and researchers.

    必威彩票注册登陆able of 必威彩票注册登陆ontents

    1. 必威彩票注册登陆rologue
    2. 必威彩票注册登陆alk for learning
    3. 必威彩票注册登陆ersions of dialogue
    4. 必威彩票注册登陆ialogue in other words
    5. 必威彩票注册登陆rand dichotomy
    6. 必威彩票注册登陆ngredient x
    7. 必威彩票注册登陆rameworks and fundamentals
    8. 必威彩票注册登陆rofessional development
    9. 必威彩票注册登陆pilogue

    必威彩票注册登陆bout the 必威彩票注册登陆uthor

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