Dialogue And Instruction
Download Dialogue And Instruction full books in PDF, epub, and Kindle. Read online free Dialogue And Instruction ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : Robbert-Jan Beun |
Publisher | : Springer Science & Business Media |
Total Pages | : 390 |
Release | : 1995 |
Genre | : Computers |
ISBN | : 9783540588344 |
Editor's Introduction.- Dialogue Constraints in Instruction.- Asymmetry & Accommodation in Tutorial Dialogues.- Negotiation in Collaborative Problem-Solving Dialogues.- Using Rhetorical Relations in Building a Coherent Conversational Teaching Session.- Graphics & Natural Language in Design & Instruction.- Simulator-Based Training-Support Tools for Process-Control Operators.- Designing Newton's Laws: Patterns of Social & Representational Feedback in a Learning Task.- Learning by Explaining: Fostering Collaborative Progressive Discourse in Science.- Tools for Collaborative Learning in Optics.- Deciding What to Say: An Agent-Theoretic Approach to Tutorial Dialogue.- Feedback in Computer-Assisted Instruction: Complexity & Corrective Efficiency.- Relying on a Sophisticated Student Model to Derive Dialogue Strategies in an Intelligent Tutoring System.- Dialogue Control Functions & Interaction Design.- The Role of Feedback in a Layered Model of Communication.- Communicative Action & Feedback.- >Reasons for Management in Spoken Dialogue.- Context Change & Communicative Feedback.- The Design of Interacting Agents.- Method for Dialogue Protocol Analysis.- Natural Dialogue in Modes other than Natural Language.- Coherence & Portrayal in Human-Computer Interface Design.- Feedback Issues in Consumer Appliances.- Advertisements, Proxies, & Wear: Three Methods for Feedback in Interactive Systems.- Author Index.
Author | : Joye A. Norris |
Publisher | : |
Total Pages | : 120 |
Release | : 2003 |
Genre | : Learning, Psychology of |
ISBN | : 9780972961707 |
How to teach adults using a learner-centered, dialogue approach, plus how to design lessons, workshops, and programs.
Author | : Mary M. Juzwik |
Publisher | : Teachers College Press |
Total Pages | : 177 |
Release | : 2015-04-26 |
Genre | : Language Arts & Disciplines |
ISBN | : 0807772631 |
Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material. “Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.” —Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline “Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.” —From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison “One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.” —Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.
Author | : Kenneth Paul Kramer |
Publisher | : R&L Education |
Total Pages | : 123 |
Release | : 2013-04-08 |
Genre | : Education |
ISBN | : 1475804407 |
Educational practice today often fails to make the crucial distinction between learning as an accumulation of information and learning as a dialogical interaction that elicits one’s personal response to the material. Learning Through Dialogue offers an alternative approach to teaching and learning, which utilizes Martin Buber’s dialogical principles: turning toward, addressing affirmatively, listening attentively, and responding responsibly. The book first presents Buber’s educational theory and method and second presents specific examples of how Buber’s dialogical philosophy can be applied in the classroom. Rather than imposing one’s own views, this approach enables teachers and students to develop course content in uniquely appropriate ways. If you are a teacher, a student, an educator at any level, or anyone interested in furthering his or her ability to engage more meaningfully with the educational process, this book will challenge you with fresh perspectives.
Author | : Nicholas C. Burbules |
Publisher | : |
Total Pages | : 185 |
Release | : 1993 |
Genre | : Education |
ISBN | : 9780807732427 |
This work offers a detailed examination of the theory and practice of dialogue as a cluster of related dialogical styles and approaches and not just as one entity. The author offers a critical and conceptual study of the nature of dialogue, and a discussion of concrete issues in teaching with dialogue: how it works, why it is beneficial for teaching, how it sometimes fails, and how to improve on it. Organising his book around the metaphor of playing a game, Burbules speaks to scholars and teachers in sophisticated, yet accessible language, about a topic of interest to both.
Author | : Martin Nystrand |
Publisher | : |
Total Pages | : 141 |
Release | : 1997 |
Genre | : Education |
ISBN | : 9780807735732 |
Opening Dialogue examines the effects of classroom discourse on learning in 8th- and 9th-grade literature classes, with broad implications for all grade levels and subjects. Dozens of schools and thousands of students participated in this study, the largest in the field. Contents: Dialogic Instruction: When Recitation Becomes Conversation * The Big Picture: Language and Learning in Hundreds of English Lessons * A Closer Look at Authentic Interaction: Profiles of Student, Teacher Talk in Two Classrooms * What's a Teacher to Do?
Author | : Thomas M. Duffy |
Publisher | : Routledge |
Total Pages | : 230 |
Release | : 2013-01-11 |
Genre | : Education |
ISBN | : 1136612270 |
This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.
Author | : JoBeth Allen |
Publisher | : Teachers College Press |
Total Pages | : 148 |
Release | : 2014-04-15 |
Genre | : Education |
ISBN | : 0807773646 |
This honest, clearly written, and accessible book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels. Written by K–12 teachers who have been implementing and studying the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families. Learn from first-hand accounts how students write weekly about one big idea they have studied, ask a family member a related question, and then solicit their writing in the journal. Through these journal entries, they share their family knowledge with classmates while actively engaging with the curriculum. In turn, teachers extend the academic discussion by writing to each family and incorporating their funds of knowledge into classroom lessons—writing about everything from the use of thermometers to life in Michoacán, Mexico. Family participation in the FDJs is remarkably high across ages, ethnicities, and economic realities. “This is an incredibly readable book that is highly useful for teachers, teacher educators, and university researchers interested in this powerful practice. The descriptions of the classrooms are riveting and exemplify the kind of teaching we would all like to see in every classroom.” —Kathy Schultz, dean and professor, Mills College “Family Dialogue Journals is a beautiful, socially conscious book offering so much wisdom for curriculum, classroom norms, and creating learning-focused contexts. Readers will be immersed in classroom contexts, teachers’ decisionmaking processes, and practical advice about how to foster a humble, genuine, ongoing dialogue built upon mutual respect and openness with their students and students’ families. Family Dialogue Journals doesn’t just demonstrate the power of interpersonal relationships, it links those dialogues and relationships directly to curriculum and supporting students’ critical literacies of both community and academic ways of knowing and being Family Dialogue Journals is a beautiful, socially conscious book offering so much wisdom for curriculum, classroom norms, and creating learning-focused contexts.” —Stephanie Jones, professor, University of Georgia
Author | : Glenn Whitman |
Publisher | : Rowman Altamira |
Total Pages | : 190 |
Release | : 2004 |
Genre | : Oral history |
ISBN | : 9780759106499 |
Oral history is a marvelous force for empowering young people with a love of history. But educators today may wonder how they might use it to inspire their students while still teaching the necessary curriculum and meeting standards. In Dialogue with the Past Glenn Whitman addresses these concerns from his own rich experience and that of many other teachers and students. He helps readers understand the background and methodology of oral history, guides them in creating and conducting an oral history project in the classroom, and directly addresses the issue of meeting standards. Peppered with useful tips, examples from students and teachers, and reproducible forms, along with a comprehensive bibliography, this book will be a vital and inspirational tool for anyone working with secondary students. Visit the authors' web page
Author | : Karen Littleton |
Publisher | : Routledge |
Total Pages | : 369 |
Release | : 2010-01-21 |
Genre | : Education |
ISBN | : 1135188394 |
Presents an illustrated case for the importance of dialogue and its role in developing non-passive interactive learning.