Best Practice

Teaching practice: Dialogic questioning

Our series on teaching practice turns its attention to dialogic teaching and dialogic questions, which are at the heart of education and learning. Matt Bromley explains

Editor's Note: This article is part of a series of 10 best practice pieces to have published in 2017. Access them here:

“I cannot teach anybody anything, I can only make them think.” Socrates

In my recent article on teacher explanations and modelling, I argued that explanations should be pitched in what Lev Vygotsky calls the “zone of proximal development” (Teaching practice: Explanations and modelling, SecEd, January 2017).

In other words, they should be differentiated so that they are challenging and yet accessible to all students.

And last week I explored one way of locating a student’s zone of proximal development – or “sweet spot” as Robert Bjork calls it: the humble hinge question (Teaching practice: Hinge questions, SecEd, January 2017).

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