Dialogic teaching and the Socratic method place dialogue, discussion, and critical thinking at the heart of the classroom. In the second of two articles, Jessica Richards sets out five steps to ensuring your teaching prioritises dialogue and discussion skills
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In the first part of this article, I considered the history of dialogic teaching and how we can begin creating dialogic spaces and safety in our classrooms.

Now I would like to dive into some more practical strategies for teachers to harness the power of dialogue within the classroom, considering the why and how – including how teachers can strategically plan for dialogue with the intention of encouraging student contributions, improving their answers, and deepening their learning.

 

Why classroom dialogue matters

Effective classroom dialogue is more than just students exchanging words – it is a dynamic process that fosters critical thinking, deepens understanding, and cultivates a supportive learning environment.

As teachers, our role extends beyond imparting knowledge – it is about nurturing an atmosphere where students feel safe and empowered to express themselves, question ideas, and engage in meaningful discussions.

Classroom dialogue serves as a cornerstone of effective teaching and learning. It goes beyond traditional lectures by encouraging active participation, collaboration, and the exploration of diverse perspectives.

Research consistently highlights its significance in promoting academic achievement, social development, and cognitive growth among students.

In the last article, I referenced the work of the Cambridge University Thinking Together research project and there are a number of books published by the team behind this work which are useful resources, not least Interthinking: Putting talk to work (Mercer & Littleton, 2013) and Dialogue and the Development of Children's Thinking (Mercer & Littleton, 2007).

A separate research study (Hennessy & Davies, 2019) highlighted the transformative impact of dialogic teaching showing that group-work and dialogue can improve the quality of students’ thinking and educational attainment by helping them to develop strategies for tackling challenging problems and giving them the ability to reason and argue constructively by accepting feedback from others to refine their work.

The research revealed that classrooms characterised by rich dialogue not only saw improvements in academic outcomes but also witnessed enhanced motivation and self-regulation among learners.

Moreover, other research has shaped the understanding that fostering dialogue helps cultivate essential skills such as communication, critical thinking, and empathy, which are crucial for success in an increasingly interconnected world.

By engaging in dialogue, students learn to articulate their thoughts, listen actively to others, and constructively challenge ideas – life-long learning anyone?

 

How to embed dialogic teaching in classrooms

Establishing a classroom environment where students feel safe to express their thoughts and opinions without fear of judgement or ridicule is paramount. This can be achieved by establishing clear norms for respectful communication and actively promoting a culture of inclusivity and acceptance.

Encourage students to actively listen to their peers, consider alternative viewpoints, and engage in constructive dialogue. Model positive communication behaviours and intervene promptly to address any instances of disrespect or intolerance.

Significantly, dialogic spaces are created through encouraging participation where teachers actively involve all students in classroom discussions. This is essential for promoting inclusive dialogue and ensuring that diverse perspectives are heard and valued.

 

Step 1: Plan for it

The best way to create and encourage dialogue in the classroom is to actively plan for it in your lessons. When planning and writing units of work or schemes of learning look to align dialogue opportunities with the curriculum to ensure relevance and depth in discussions.

Identify key points where dialogue can enhance understanding and encourage critical thinking. When integrated into the curriculum dialogue can serve as a powerful pedagogical tool, especially when introducing topics to gauge student knowledge and interest.

It can also be planned for half-way through a topic. Holding a debate to encourage students to evaluate their learning so far and justify viewpoints is a useful activity to develop student independence in their own learning.

 

Step 2: Model it

Before setting off with exciting discussions and questions it is important to model the behaviours and skills you want to see in your students.

Provide explicit instruction on effective dialogue techniques to cultivate meaningful communication and model this in the conversations and interactions you have with your students.

Make a point of listening to students’ dialogue and supporting their conversations where appropriate by correcting their spoken language. It is a quick and low-threat way to improve English language skills and supports their speaking and listening development at the same time.

Embedding talk routines into classroom dialogue provides structure and encourages regular participation from all students. These routines can include strategies such as turn-taking protocols, peer discussion pairs, or whole-class discussions guided by discussion prompts. Also, by demonstrating active listening, respectful questioning, and thoughtful responses, teachers set a positive example for students to follow. A recent SecEd article by Amy Gaunt from the charity Voice21 offers a number of ideas to support classroom discussions and oracy skills development.

 

Step 3: Scaffold it

Like when writing paragraphs, students will also need some support with how to articulate what it is they want to say, so provide verbal cues as prompts to get them started.

Scaffold discussions for students with guiding questions. Aim for open-ended inquiries that encourage students to analyse, evaluate, and synthesise information rather than simply recall facts.

Incorporating Bloom's Taxonomy can be helpful in designing questions that target different levels of cognitive complexity, from basic recall to higher-order thinking skills such as analysis, evaluation, and creation.

Research suggests that students exposed to higher-order thinking questions demonstrate greater conceptual understanding and problem-solving abilities compared to those primarily exposed to lower-order questions (Mercer et al, 2020).

Another good trick is to gradually release responsibility to students as they become more adept at engaging in dialogue independently. Use a timer to keep pace to lessons and ensure students are staying on track with their discussions. Make sure that all groups/pairs are expected to contribute to feedback so that everyone is prepared to share at the end.

 

Step 4: Assess it

To help students recognise the importance of discussion and dialogue make sure that when holding dialogic activities you also plan in some form of reflective exercise, where you and the students can analyse their participation and contributions.

Reflection is an integral component of the learning process and allows students to make connections, deepen understanding, and monitor their own learning progress.

Incorporate reflective activities such as journaling, self-assessments, and peer feedback to foster metacognitive awareness and promote deeper levels of understanding.

Provide opportunities for students to revisit and revise their ideas through on-going dialogue and inquiry-based discussions.

Again, Amy Gaunt at Voice21 has written for SecEd about encouraging oracy, including how it can be assessed effectively. Find her articles and a recent SecEd Podcast episode on these themes here.

Research by Professor John Hattie (2018) and the evidence reviews from the Education Endowment Foundation (EEF, 2021) suggest that metacognitive strategies, including reflective dialogue, are high-impact and low-cost with a significant positive impact on student learning outcomes and academic achievements.

They also help by reducing the need for extensive teacher feedback as students can learn to self-assess and identify next steps and learning goals.

Step 5: Mix it up

Variation in the type of dialogue that you hold in the classroom is a key factor in sustaining student engagement and keeping the dialogue flowing lesson-to-lesson.

Mixing think-pair-share activities with round robin discussions or allocating group talk roles are all effective ways to keep the learning interesting.

Allowing more able students to hold a Socratic seminar with the rest of the class observing before opening the dialogue up to allow all students to have a say and participate is also effective.

Technology can be a powerful tool too as it can facilitate communication, collaboration, and knowledge-sharing among students. Incorporate digital tools such as online discussion forums, collaborative platforms, and multimedia resources to extend dialogue beyond the confines of the classroom.

Students can use technology to explore diverse perspectives and conduct research, which can then be used to develop discussions even further.

 

Final remarks

Classrooms characterised by interactive dialogue exhibit higher levels of student achievement, increased motivation, and improved social-emotional development compared to traditional instructional methods (Murphy et al, 2018).

Fostering engaging classroom dialogue is essential for creating a vibrant learning community where students thrive intellectually, emotionally, and socially.

By establishing purposeful dialogic spaces, asking thought-provoking questions, encouraging active participation, and promoting reflective dialogue, teachers can cultivate meaningful interactions that deepen understanding, stimulate critical thinking, and empower students to become life-long learners.

 

Further information & resources