BERA, LondonSeptember 2014

Sara Hennessy, Sara Hennessy, Sylvia Rojas-Drummond, María José Barrera, Sylvia Rojas-Drummond, María José Barrera, Mariana Alarcón, Nube Estrada, Mariana Alarcón, Nube Estrada, Rocío García CarriónRocío García Carrión, ,

Flora Hernández, José Harnández, Flora Hernández, José Harnández, Rupert Higham, Rupert Higham, Riikka Riikka Hofmann, Christine Howe, Hofmann, Christine Howe, Ruth Kershner,Ruth Kershner, Karen Littleton, Ana Karen Littleton, Ana

María Marquez, María Marquez, Fiona Maine, Fiona Maine, Neil Mercer, Haydée Pedraza, Rosa Neil Mercer, Haydée Pedraza, Rosa María Ríos, Omar Torreblanca, Ana Laura TrigoMaría Ríos, Omar Torreblanca, Ana Laura Trigo, , Paul WarwickPaul Warwick

http://www.educ.cam.ac.uk/research/projects/analysingdialogue/http://www.educ.cam.ac.uk/research/projects/analysingdialogue/

Developing an analytic coding scheme for classroom Developing an analytic coding scheme for classroom dialogue across cultural and educational contextsdialogue across cultural and educational contexts

Rationale & aimsRationale & aims International importance of understanding dialogue as a International importance of understanding dialogue as a

prime tool for teaching and learning; offers both practical prime tool for teaching and learning; offers both practical benefits and insights into how people think collectivelybenefits and insights into how people think collectively

Lack of a comprehensive, systematic and universally-Lack of a comprehensive, systematic and universally-applicable framework for understanding how dialogue in applicable framework for understanding how dialogue in action is used as a tool for classroom teaching & learning action is used as a tool for classroom teaching & learning

Main aim Main aim is to design, test and share a methodological is to design, test and share a methodological tool for analysing dialogic interactions…tool for analysing dialogic interactions…

……to encompass a wide variety of classroom settings,to encompass a wide variety of classroom settings, age age groups, knowledge domains and sociocultural contexts, groups, knowledge domains and sociocultural contexts, including technology-mediated dialogue.including technology-mediated dialogue.

Sociocultural theorySociocultural theory Following Vygotsky, a sociocultural perspective proposes Following Vygotsky, a sociocultural perspective proposes

that social interactions enable cognitive development; so that social interactions enable cognitive development; so for example a child can learn to reason alone by first for example a child can learn to reason alone by first engaging in collective reasoning with an adult or peer engaging in collective reasoning with an adult or peer (e.g. (e.g. Rogoff, 1990)Rogoff, 1990).. Knowledge and meanings can be ‘co-constructed’ through Knowledge and meanings can be ‘co-constructed’ through

communicative practices.communicative practices.

This perspective highlights the importance of language This perspective highlights the importance of language as both a cultural and psychological tool as both a cultural and psychological tool (Daniels, 2003; Mercer 2000; Säljö, 1999;(Daniels, 2003; Mercer 2000; Säljö, 1999; Vygotsky, 197 Vygotsky, 1978).8). This means the structure and content of classroom talk This means the structure and content of classroom talk

may be crucial for the quality of education. may be crucial for the quality of education.

Dialogic teaching-and-learningDialogic teaching-and-learning* *

Harnesses the power of talk to stimulate and extend Harnesses the power of talk to stimulate and extend children’s understanding, thinking and learning.children’s understanding, thinking and learning.

Promotes inquiry and joint construction of knowledgePromotes inquiry and joint construction of knowledge: : it it builds on, elaborates and synthesises others’ ideas.builds on, elaborates and synthesises others’ ideas.

Engages in ‘social modes of thinking’ where Engages in ‘social modes of thinking’ where reasoning can reasoning can be made visible be made visible to others.to others.

Promotes Promotes equitable participation equitable participation and sees all, including and sees all, including teachers, as co-learners.teachers, as co-learners.

Is open, critical and constructive: it Is open, critical and constructive: it explores, compares explores, compares negotiates, and challenges different perspectivesnegotiates, and challenges different perspectives..

**(Alexander, 2008; Hennessy, Wariwck & Mercer, 2011; (Alexander, 2008; Hennessy, Wariwck & Mercer, 2011; Howe & Mercer, 2012; Howe & Mercer, 2012; Higham et al., 2014; Littleton, & Howe,. 2010Higham et al., 2014; Littleton, & Howe,. 2010; Littleton & Mercer, 2007; Mercer, ; Littleton & Mercer, 2007; Mercer, 2000; Rojas-Drummond & Mercer, 2003; Rojas-Drummond et al., 2010; Wegerif, 2000; Rojas-Drummond & Mercer, 2003; Rojas-Drummond et al., 2010; Wegerif, 2007; Wells, 1999).2007; Wells, 1999).

Dialogic teaching-and-learningDialogic teaching-and-learning Involves Involves teachersteachers in open-ended questioning, feeding in in open-ended questioning, feeding in

ideas, reflecting, comparing and interpreting ideas.ideas, reflecting, comparing and interpreting ideas.

Encourages Encourages learnerslearners to:to: articulate and justify their own articulate and justify their own points of view; appreciate and respond to others’ ideas; points of view; appreciate and respond to others’ ideas; take extended turns.take extended turns.

Opens up Opens up for all for all a dialogic space a dialogic space (Wegerif, 2007) (Wegerif, 2007) where: where: new meanings emerge through attempting to understand others’ new meanings emerge through attempting to understand others’

perspectives; perspectives;

everyone’s contribution is taken as important; everyone’s contribution is taken as important; ideas are not personal property in competition but are owned ideas are not personal property in competition but are owned

and shaped by all.and shaped by all.

‘‘Dialogic teaching-and-learning’Dialogic teaching-and-learning’(Vygotsky 1978)(Vygotsky 1978)

Primary vs. Primary vs. SecondarySecondary(Higham et al, 2013)(Higham et al, 2013)

1)1) DEVELOP comprehensive methodological tool DEVELOP comprehensive methodological tool to analyse to analyse quality of dialogic interactions across educational settings quality of dialogic interactions across educational settings

2)2) ILLUSTRATE with rich examplesILLUSTRATE with rich examples from observations across from observations across cultural contexts: focusing initially on whole class and group cultural contexts: focusing initially on whole class and group work in Mexico and UK schools, across subjectswork in Mexico and UK schools, across subjects

3)3) ELABORATEELABORATE generic scheme to generic scheme to cover use of digital cover use of digital technology technology (interactive whiteboards, computers, tablets): (interactive whiteboards, computers, tablets): nonverbalnonverbal + verbal dialogue + verbal dialogue (Hennessy, 2011)(Hennessy, 2011)

4)4) APPLY methodological tool to broad databasesAPPLY methodological tool to broad databases: : microgenetic and longitudinal analyses of quality of microgenetic and longitudinal analyses of quality of dialogue and effects on children’s learningdialogue and effects on children’s learning

5)5) ADAPT scheme for teacher professional development ADAPT scheme for teacher professional development in in both countries. both countries.

Research ObjectivesResearch Objectives

Illustration of hierarchical and nested categories Illustration of hierarchical and nested categories from the ethnography of communicationfrom the ethnography of communication

(Hymes, 1972; Saville-Troike, 2003)(Hymes, 1972; Saville-Troike, 2003)

CommunicativeActs (CA)

CommunicativeEvents (CE)

CommunicativeSituation (CS)

Coding scheme for analysing dialogic teaching-Coding scheme for analysing dialogic teaching-and-learning interactionsand-learning interactions

Unit of analysis = observable CAs in educational Unit of analysis = observable CAs in educational contexts contexts [e.g. provide counterargument, ask for [e.g. provide counterargument, ask for elaboration]elaboration]

Scheme contains 33 CAs, classified in 5 functional Scheme contains 33 CAs, classified in 5 functional (mutually exclusive) clusters. (mutually exclusive) clusters.

The scheme only codifies The scheme only codifies utterances that contribute to utterances that contribute to the the dialogicdialogic interactioninteraction. .

Evolution of clustersEvolution of clusters

CollectiveCollective

ReciprocalReciprocal

SupportiveSupportive

CumulativeCumulative

PurposefulPurposeful

AskAsk

ProposePropose

Follow upFollow up

LinkLink

GoalsGoals

InvitationInvitation

ProposalProposal

DialogueDialogue

LinkLink

MetacognitionMetacognition

Evolution of clustersEvolution of clusters

CollectiveCollective

ReciprocalReciprocal

SupportiveSupportive

CumulativeCumulative

PurposefulPurposeful

AskAsk

ProposePropose

Follow upFollow up

LinkLink

GoalsGoals

InvitationInvitation

ProposalProposal

DialogueDialogue

LinkLink

MetacognitionMetacognition

CodedCoded Mexican excerpt Mexican excerpt  

Agent 

Writing about the prevalence of HIV in Mexico

Invite Propose Dialog LinkMeta cog

 

C3

 

292

Here are some data about HIV in Mexico ((proposing a way to write the text)).

    D2    

R 293How can we say that something comes next, what key word do we use?

I1     L1  

C3 294 ‘Lastly’ ((answering with a key word))   P5      

C1 295 No.          

R 296 I don’t know, what do you think? I1        

C3 297 ‘Then’ ((suggesting another key word))   P5      

 R 298We have already talked about the good and the bad news, now what?

I1   D9    

C2 299‘Besides’ the good and the bad news we have data ((proposing what they are going to write))

    D2    

I1 P5 D2 D9 L1

Invite alternative views

Make relevant contribution

Build on others' contributions

Guide direction of dialogue?

Refer back

UK video clip: UK video clip: How do you get knowledge?How do you get knowledge?

CodedCoded English excerpt English excerpt

Agent Turn How do you get knowledge? Invite Propose Dialog Link Metacog

C1 62School is all about knowledge basically  

  D2   

C3 63But how did the first person of the world got knowledge? … because Miss (Smith) says that’s maths knowledge

    D7   

C1 64[you know different things]  

P1     

C2 65and then told everybody else how to do it, and eventually through time, it evolved

    D2   

C4 66Yeah your parents teach you a lot of knowledge because…

 P5 D2  

 

C2 67Because their parents taught them and then their parents taught them

   D2  

 

C3 68My parents taught me how to cook [. . .]  

  D2 L3 

C1 70Again, you are born with knowledge, you are born with knowledge, because if you are born with nothing, or maybe one thing you might try and fly

 P1 D7  

 

P1 P5 D2 D7 L3

Explain or justify reasoning or solution

Make relevant contribution

Build on others' contributions

Challenge view / assumption

Refer back

A ‘dialogic approach’ to investigating classroom A ‘dialogic approach’ to investigating classroom interaction helps us understand how teachers and interaction helps us understand how teachers and students co-construct knowledge.students co-construct knowledge.

An analytic scheme containing 33 codes describing An analytic scheme containing 33 codes describing dialogic dialogic teaching-and-learning teaching-and-learning has been iteratively has been iteratively developed, clustered and empirically testeddeveloped, clustered and empirically tested

The CAs describe what participants may actually do The CAs describe what participants may actually do and say as part of ongoing dialogic interactions. and say as part of ongoing dialogic interactions.

The scheme can serve as a useful research tool to The scheme can serve as a useful research tool to ground empirically the concept of ‘dialogic interaction’ ground empirically the concept of ‘dialogic interaction’ in educational contexts…in educational contexts…

……and to describe cultural differences. Added value of and to describe cultural differences. Added value of research across 2 different country contexts.research across 2 different country contexts.

ConclusionsConclusions

Further empirical trialling is in progressFurther empirical trialling is in progress

Other contexts: Other contexts: ICT uses, different subject domains, ICT uses, different subject domains, developmental and education levels (pre-school to higher developmental and education levels (pre-school to higher education), typical/atypical populations (e.g. children with education), typical/atypical populations (e.g. children with Asperger’s syndrome), Asperger’s syndrome), adults’ professional training. Chile.adults’ professional training. Chile.

Interactive digital version with expandable code definitionsInteractive digital version with expandable code definitions

An adapted version of the tool for use An adapted version of the tool for use in in initial and initial and continuing teacher education continuing teacher education programmes, including video programmes, including video exemplars & resources adapted to each countryexemplars & resources adapted to each country

Global codes Global codes under development under development as frameworks that may as frameworks that may help to interpret sets of local CAs, help to interpret sets of local CAs, eg “exploratory talk”, eg “exploratory talk”, “co-constructive talk”, “extended “co-constructive talk”, “extended questioning,” etcquestioning,” etc

Next StepsNext Steps

Sara Hennessy Sara Hennessy sch30@cam.ac.uksch30@cam.ac.ukSylvia Rojas-Drummond Sylvia Rojas-Drummond silviar@unam.mxsilviar@unam.mx

http://www.educ.cam.ac.uk/research/projects/analysingdialogue/

including this PPTincluding this PPT

More info:More info:

Invitation to participate!Invitation to participate!

Alexander, R. J. (2008) Alexander, R. J. (2008) Towards dialogic teaching: Rethinking classroom talk Towards dialogic teaching: Rethinking classroom talk (4th ed.). York: Dialogos.(4th ed.). York: Dialogos.

Daniels, H. (2004) Daniels, H. (2004) Vygotsky and Pedagogy Vygotsky and Pedagogy (3(3rdrd ed.). London: Routledge Falmer. ed.). London: Routledge Falmer.

Hennessy, S. (2011). The role of digital artefacts on the interactive whiteboard in mediating dialogic Hennessy, S. (2011). The role of digital artefacts on the interactive whiteboard in mediating dialogic teaching and learning. Journal of Computer Assisted Learning, 27(6 ), 463-586 teaching and learning. Journal of Computer Assisted Learning, 27(6 ), 463-586

Hennessy, S., Mercer, N. y Warwick, P. (2011) A dialogic inquiry approach to working with teachers in Hennessy, S., Mercer, N. y Warwick, P. (2011) A dialogic inquiry approach to working with teachers in developing classroom dialogue. developing classroom dialogue. Teachers College RecordTeachers College Record, 113 (9), 1906-1959. , 113 (9), 1906-1959. http://dx.doi.org/10.1080/13540602.2011.554704http://dx.doi.org/10.1080/13540602.2011.554704

Higham, R. J. E., Brindley, S., Van de Pol, J. (2014). Higham, R. J. E., Brindley, S., Van de Pol, J. (2014). Shifting the primary focus: assessing the case for Shifting the primary focus: assessing the case for dialogic education in secondary classrooms. dialogic education in secondary classrooms. Language and EducationLanguage and Education, 28 (1), 86-99. , 28 (1), 86-99. http://dx.doi.org/10.1080/09500782.2013.771655http://dx.doi.org/10.1080/09500782.2013.771655

Hymes, D. (1972). Models of interaction in language and social life. In J. J. Gumperz, & D. Hymes Hymes, D. (1972). Models of interaction in language and social life. In J. J. Gumperz, & D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication (pp. 35–71). London: Basil (Eds.), Directions in sociolinguistics: The ethnography of communication (pp. 35–71). London: Basil Blackwell.Blackwell.

Littleton, K., & Howe, C. (Eds.). (2010). Educational Dialogues: Understanding and Promoting Littleton, K., & Howe, C. (Eds.). (2010). Educational Dialogues: Understanding and Promoting Productive interaction. Abingdon, Oxon: Routledge.Productive interaction. Abingdon, Oxon: Routledge.  Mercer, N. (2000) Mercer, N. (2000) Words and Minds: How we use Language to Think TogetherWords and Minds: How we use Language to Think Together. London: Routledge. . London: Routledge.

Mercer, N. & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value Mercer, N. & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. and potential of sociocultural theory. Learning, Culture, and Social InteractionLearning, Culture, and Social Interaction, 1, 12-21., 1, 12-21.

Mercer, N. & Littleton, K. (2007) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking: a socio-cultural Dialogue and the Development of Children’s Thinking: a socio-cultural approach,approach, London: Routledge. London: Routledge.

ReferencesReferences

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Rojas-Drummond, S.M. (2000). Rojas-Drummond, S.M. (2000). Guided participation, discourse and the construction of knowledge in Guided participation, discourse and the construction of knowledge in Mexican classrooms. Mexican classrooms. In H. Cowie, D. van der Aalsvoort & N. Mercer (Eds.)In H. Cowie, D. van der Aalsvoort & N. Mercer (Eds.). . Social interaction in learning and Social interaction in learning and instruction: the meaning of discourse for the construction of knowledge. instruction: the meaning of discourse for the construction of knowledge. Exeter: Pergamon Press. 193-213.Exeter: Pergamon Press. 193-213.

Rojas-Drummond, S., Littleton, K., Hernández, F. & Zúñiga, M. (2010Rojas-Drummond, S., Littleton, K., Hernández, F. & Zúñiga, M. (2010) Dialogical interactions among peers in ) Dialogical interactions among peers in collaborative writing contexts. Chapter 7. In Educational Dialogues: Understanding and Promoting collaborative writing contexts. Chapter 7. In Educational Dialogues: Understanding and Promoting Productive Interaction Productive Interaction (Eds K. Littleton & C. Howe), pp. 128–148. Routledge, Abingdon.(Eds K. Littleton & C. Howe), pp. 128–148. Routledge, Abingdon.

Rojas-Drummond, S.M., & Mercer, N. (2003). Scaffolding the development of effective collaboration and Rojas-Drummond, S.M., & Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. learning. International Journal of Educational Research. Vol. 39, nos. 1-2, pp. 99-111.International Journal of Educational Research. Vol. 39, nos. 1-2, pp. 99-111.

Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M. & Guzmán, K. (2013). Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M. & Guzmán, K. (2013). ‘Dialogic scaffolding’: ‘Dialogic scaffolding’: Enhancing learning and understanding in collaborative contexts. Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social InteractionLearning, Culture and Social Interaction. . 2(1), 11-21.2(1), 11-21.

Säljö, R. (1999). Guided participation, discourse and the construction of knowledge in Mexican classrooms. Säljö, R. (1999). Guided participation, discourse and the construction of knowledge in Mexican classrooms. En H. Cowie, D. van der Aalsvoort & N. Mercer (Eds.). En H. Cowie, D. van der Aalsvoort & N. Mercer (Eds.). Social interaction in learning and instruction: the Social interaction in learning and instruction: the meaning of discourse for the construction of knowledgemeaning of discourse for the construction of knowledge. . Exeter : Pergamon Press. 193-213.Exeter : Pergamon Press. 193-213.

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