Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ALL
Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.
Wikipedia. The Free Encyclopedia. http://en.wikipedia.org/wiki/Dialogic_learning
Dialogic thinking places a central importance on dialogue in stimulating thinking and learning. For example, in this project the act of composing a group multilingual digital story brought the varied perspectives and voices of studentsinto play. This creative process helps students learn how to structure their ideas and think dialogically.
‘Dialogic, as opposed to monologic, assumes that there is always more than one voice. More than this, dialogic assumes that meaning is never singular but always emerges in the play of different voices in dialogue together …. The point of dialogic education, is therefore, not so much transmission of representations, but drawing students into participation in dialogues in an ultimately unbounded context’ (Wegerif, 2013: 3).
Wegerif, R. (2013) Dialogic: Education for the Internet Age: London: Routledge
Dialogical Literary Gatherings
Dialogical literary gatherings are one of the successful actions in inclusive schools developed in the so called Learning Communities. They involve a process of collective and dialogic reading and interpretation of texts in a context where all participants are invited to provide arguments based on validity criteria and not on power claims (Translated from CONFAPEA).
CONFAPEA. (2012). Manual de Tertulia Literaria Dialógica. Web. 4 May 2014. <http://confapea.org/tertulias/wp-content/uploads/2012/02/manual.pdf>