Dialogue-Based Teaching: Advantages and Examples
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AI Summary
This assignment delves into the advantages of employing a dialogue-based approach in teaching. It encourages you to critically analyze the effectiveness of this method, drawing upon scholarly sources like Larsen-Freeman & Anderson (2013), Lozano et al. (2012), McPeck (2016), Richards & Rodgers (2014), Tsay & Brady (2012), and Wilson (2017). Your analysis should encompass the positive impact of dialogue on student engagement, critical thinking development, and communication skills. Provide specific examples to illustrate your points.
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Running head: LESSON PLAN
ISSUES AND DEVELOPMENT IN METHODOLOGY
Name of the Student
Name of the University
Author note
ISSUES AND DEVELOPMENT IN METHODOLOGY
Name of the Student
Name of the University
Author note
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1LESSON PLAN
Answer 1
Lesson plan
Class: 5 Date: 13.1.2018 Duration:40 minutes No of session:
5
Lesson topic: teaching grammar lesion (about tense) to a group of students (20 children)
Lesson objective: By the end of the lesson, students will be able to identify the verb and the tense
of verb in the sentence and will be able to differentiate between, present, past and future tense.
Further, they will be able to form smaller sentences using the learning form these three sessions.
Main skills The main skills that will be acquired by the students are the capacity
to differentiate between, past present and future tense and forming
sentences using those lessons.
Secondary skills The secondary skill will be creating large sentences and paragraphs
using tense and can differentiate between subparts of the tense.
textbook pages/worksheets (name of the textbooks for students of 5th standard in Sri Lanka)
Material/resources/supplies
needs
Textbooks and study material, board and pen, activity questionnaire
Answer 1
Lesson plan
Class: 5 Date: 13.1.2018 Duration:40 minutes No of session:
5
Lesson topic: teaching grammar lesion (about tense) to a group of students (20 children)
Lesson objective: By the end of the lesson, students will be able to identify the verb and the tense
of verb in the sentence and will be able to differentiate between, present, past and future tense.
Further, they will be able to form smaller sentences using the learning form these three sessions.
Main skills The main skills that will be acquired by the students are the capacity
to differentiate between, past present and future tense and forming
sentences using those lessons.
Secondary skills The secondary skill will be creating large sentences and paragraphs
using tense and can differentiate between subparts of the tense.
textbook pages/worksheets (name of the textbooks for students of 5th standard in Sri Lanka)
Material/resources/supplies
needs
Textbooks and study material, board and pen, activity questionnaire
2LESSON PLAN
Stage What and how?
Describe activities
What happened?
How the students performed?
Warm up Students will be asked for the
activities they did since the
morning.
The students took active part in
the activity and described their
activity since morning.
However, the sentences they
formed was
Introduction After the activity, the students will
be informed about the lesson they
will be going through.
Their prior knowledge about
tense as asked, however except
few maximum students were
unaware of the topic.
Presentation The presentation of the topic will
be descriptive and mid-session
questionnaire will be used to
engage student to the learning
Students were concentrating on
the subject and few of them
were able to answer correctly
to the mid-session questions.
Practice The practice session will be
conducted on the 3rd and 5th day of
lesson.
Students took active part in the
practice session and maximum
of them were able to identify
the tense in simple sentences.
Evaluation For evaluation, 5th day of lesson
plan was used and a small text
was conducted to judge the
understanding of students about
tense.
Students performed brilliantly
and except few, everyone
scored about 15 in a 20 marks
assessment.
Closure Closure of the session was done
with revision of the topics so that
no doubts are left.
Students were able to respond
to the dialogue based
orientation of teaching and
understood the learning
outcomes properly.
Answer 2
Dialogue oriented method was used to teach the students about tense. Jane Vella
discovered this approach in 1980. This approach was developed based on different learning
models and theories such as Paulo Freire, Kurt Lewin and Benjamin Blooms. Amalgamation of
these theories created a learning technique that was able to develop and design in a concrete way
Stage What and how?
Describe activities
What happened?
How the students performed?
Warm up Students will be asked for the
activities they did since the
morning.
The students took active part in
the activity and described their
activity since morning.
However, the sentences they
formed was
Introduction After the activity, the students will
be informed about the lesson they
will be going through.
Their prior knowledge about
tense as asked, however except
few maximum students were
unaware of the topic.
Presentation The presentation of the topic will
be descriptive and mid-session
questionnaire will be used to
engage student to the learning
Students were concentrating on
the subject and few of them
were able to answer correctly
to the mid-session questions.
Practice The practice session will be
conducted on the 3rd and 5th day of
lesson.
Students took active part in the
practice session and maximum
of them were able to identify
the tense in simple sentences.
Evaluation For evaluation, 5th day of lesson
plan was used and a small text
was conducted to judge the
understanding of students about
tense.
Students performed brilliantly
and except few, everyone
scored about 15 in a 20 marks
assessment.
Closure Closure of the session was done
with revision of the topics so that
no doubts are left.
Students were able to respond
to the dialogue based
orientation of teaching and
understood the learning
outcomes properly.
Answer 2
Dialogue oriented method was used to teach the students about tense. Jane Vella
discovered this approach in 1980. This approach was developed based on different learning
models and theories such as Paulo Freire, Kurt Lewin and Benjamin Blooms. Amalgamation of
these theories created a learning technique that was able to develop and design in a concrete way
3LESSON PLAN
(Larsen-Freeman & Anderson, 2013). This approach of learning helps to facilitate or enhance the
student’s understanding about the topic. According to Wilson (2017), there are four key points of
this learning approach learners, perspective of students, learning tasks and achievement based
objectives. Dialogue is the strongest pillar of this teaching method as the conversation between
student and the teacher helps the student to overcome the barriers. Secondly, this approach
makes the students the prime stakeholder in the process, as their perception about the study is
important. Further, the third key factor is used to evaluate the learning of the student throughout
the session and uses open-ended questions to assess the learning of the student. The last key
factor is achievement-based objectives, which includes objectives, which are equal to
achievement. There are few principles and practices present in every level of the dialogue based
approach of learning. The learning method should be safe, should have proper sequence and
scope of reinforcement, respect, ideas, feelings, teamwork for better implementation of learning
and proper evaluation process (McPeck, 2016).
This method was used to make the students learn about tense in three sessions because it
has a modern approach of teaching. Each of the students was given the opportunity to interact
within the class and discuss their activity, which helped to build their confidence to take part in
dialogue. Further, discussion with him or her made them the center of the learning process and
the further sessions were dependent on the level of understanding of students. The four key
factors of this teaching method helped to make connection with the students and made them
learn the lesson according to their comfort level (Lozano et al., 2012). The first day of the
session was decided for student interaction and the introduction to the topic. The second and
third session was assigned to the complete learning of the topic and then fourth day was assigned
for the evaluation process. Finally, the fifth day was assigned for doubt clearance and revision.
(Larsen-Freeman & Anderson, 2013). This approach of learning helps to facilitate or enhance the
student’s understanding about the topic. According to Wilson (2017), there are four key points of
this learning approach learners, perspective of students, learning tasks and achievement based
objectives. Dialogue is the strongest pillar of this teaching method as the conversation between
student and the teacher helps the student to overcome the barriers. Secondly, this approach
makes the students the prime stakeholder in the process, as their perception about the study is
important. Further, the third key factor is used to evaluate the learning of the student throughout
the session and uses open-ended questions to assess the learning of the student. The last key
factor is achievement-based objectives, which includes objectives, which are equal to
achievement. There are few principles and practices present in every level of the dialogue based
approach of learning. The learning method should be safe, should have proper sequence and
scope of reinforcement, respect, ideas, feelings, teamwork for better implementation of learning
and proper evaluation process (McPeck, 2016).
This method was used to make the students learn about tense in three sessions because it
has a modern approach of teaching. Each of the students was given the opportunity to interact
within the class and discuss their activity, which helped to build their confidence to take part in
dialogue. Further, discussion with him or her made them the center of the learning process and
the further sessions were dependent on the level of understanding of students. The four key
factors of this teaching method helped to make connection with the students and made them
learn the lesson according to their comfort level (Lozano et al., 2012). The first day of the
session was decided for student interaction and the introduction to the topic. The second and
third session was assigned to the complete learning of the topic and then fourth day was assigned
for the evaluation process. Finally, the fifth day was assigned for doubt clearance and revision.
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4LESSON PLAN
Therefore, the teaching method was depended on the understanding speed of the entire class and
the tutor followed the process. Further, the evaluation method included 10 open-ended questions
to assess the level of learning in those students. These questions not only help to assess the
knowledge of tense learned by those students in past classes, but also helped to tutor to
understand the way those learning are applied in real-life situations by the group of students.
According to Richards & Rodgers (2014), theoretical and lecture based study are applicable for
the group of students, who already have prior knowledge of the subject and further information
provided in lecture will help them to reinforce their knowledge. However, dialogue based
knowledge help to establish the knowledge in students who are not aware of the subject and the
sessions in dialogue-based approach will help them to understand the topic easily.
Answer 3
The students, enrolled for those five sessions were in class 5 and ranges from age 9 to 11
years. Within this, 60 % students were male and 40 % were female. The maximum students were
originally from Sri Lankan society and few of them belong to India and Nepal. 60 % students
were familiar with English as they used to speak in English at their home, further were weaker in
English speaking and understanding few phrases.
Answer 4
While teaching the students with the lesson, observations of students behavior was noted
for further implications. In the introductory session, when students were asked to demonstrate
their daily activity, they started discussing among themselves and everyone came up with nearly
same answers. In the next classes, after understanding the topic, they concentrated on the
Therefore, the teaching method was depended on the understanding speed of the entire class and
the tutor followed the process. Further, the evaluation method included 10 open-ended questions
to assess the level of learning in those students. These questions not only help to assess the
knowledge of tense learned by those students in past classes, but also helped to tutor to
understand the way those learning are applied in real-life situations by the group of students.
According to Richards & Rodgers (2014), theoretical and lecture based study are applicable for
the group of students, who already have prior knowledge of the subject and further information
provided in lecture will help them to reinforce their knowledge. However, dialogue based
knowledge help to establish the knowledge in students who are not aware of the subject and the
sessions in dialogue-based approach will help them to understand the topic easily.
Answer 3
The students, enrolled for those five sessions were in class 5 and ranges from age 9 to 11
years. Within this, 60 % students were male and 40 % were female. The maximum students were
originally from Sri Lankan society and few of them belong to India and Nepal. 60 % students
were familiar with English as they used to speak in English at their home, further were weaker in
English speaking and understanding few phrases.
Answer 4
While teaching the students with the lesson, observations of students behavior was noted
for further implications. In the introductory session, when students were asked to demonstrate
their daily activity, they started discussing among themselves and everyone came up with nearly
same answers. In the next classes, after understanding the topic, they concentrated on the
5LESSON PLAN
learning and took active part in further discussions. In evaluation, they completed those answers
and maximum of them were able to identify tense of within sentences.
Answer 5
The purpose of this reflective essay is to outline the episode of teaching and learning I
conducted in my institute with 20 students of fifth standard. The following sections will describe
the theory of teaching I chose for the sessions and will demonstrate the learning outcome,
objective, assessment and evaluation process. I will be using Gibb’s reflective cycle to divide the
reflection of my experience in six stages of description, feelings, evaluation, analysis, conclusion
and action plan to improve my teaching ability and express my learning from the experience for
better future practice (Gibbs, 1988).
In this week, I was to teach tense to the group of students of standard fifth and then
evaluate their learning through 10 open-ended questions. As mentioned by Kapp (2012), that
learning is not about attending classes or reading books, but application of those learning in real-
life, I chose ‘Dialogue-based approach’ to teach the students about tense in five and 40 minute
long sessions. This method is student centered and uses real-life examples to reinforce the
learning.
During the introductory session, I was little nervous as the dialogue based approach is
applicable to adults and never been tried on children. However, after watching the active
participation of children in the session, I started introducing them about their learning topic
confidently and tried my best to involve each student in the session. Session after session,
students were taking parts in sessions and used different examples from their daily activity to
explain me about tense and its subparts.
learning and took active part in further discussions. In evaluation, they completed those answers
and maximum of them were able to identify tense of within sentences.
Answer 5
The purpose of this reflective essay is to outline the episode of teaching and learning I
conducted in my institute with 20 students of fifth standard. The following sections will describe
the theory of teaching I chose for the sessions and will demonstrate the learning outcome,
objective, assessment and evaluation process. I will be using Gibb’s reflective cycle to divide the
reflection of my experience in six stages of description, feelings, evaluation, analysis, conclusion
and action plan to improve my teaching ability and express my learning from the experience for
better future practice (Gibbs, 1988).
In this week, I was to teach tense to the group of students of standard fifth and then
evaluate their learning through 10 open-ended questions. As mentioned by Kapp (2012), that
learning is not about attending classes or reading books, but application of those learning in real-
life, I chose ‘Dialogue-based approach’ to teach the students about tense in five and 40 minute
long sessions. This method is student centered and uses real-life examples to reinforce the
learning.
During the introductory session, I was little nervous as the dialogue based approach is
applicable to adults and never been tried on children. However, after watching the active
participation of children in the session, I started introducing them about their learning topic
confidently and tried my best to involve each student in the session. Session after session,
students were taking parts in sessions and used different examples from their daily activity to
explain me about tense and its subparts.
6LESSON PLAN
While this session, the good experience I achieved was being able to see 9 to 11 year old
students understanding the value of dialogue and utilizing their daily activities to understand
about the difficult topic. However, the bad experience was associated with weaker students as
they were not being able to comply with the speed of others. Therefore, I had to take extra
classes for those students.
Analysis of the situation makes me understand that, using dialogue-based approach over
other methods of teaching helped me to understand the cognitive knowledge of the students.
While concluding the situation, I feel that I would have extended the sessions from five to seven
or eight so that every student could learn equally about the topic. Further, the evaluation process
could have been more difficult as maximum questions included were easy. Further, every student
should have been evaluated separately so that unbiased evaluation could have been achieved
(Tsay & Brady, 2012).
My future action plan for any further lesson plan would be extending the sessions so that
everyone can utilize the opportunity. Secondly, the evaluation will be taken separately and will
include more open and close–ended questions to reinforce the learning within students through
evaluation process (Benson, 2013).
While this session, the good experience I achieved was being able to see 9 to 11 year old
students understanding the value of dialogue and utilizing their daily activities to understand
about the difficult topic. However, the bad experience was associated with weaker students as
they were not being able to comply with the speed of others. Therefore, I had to take extra
classes for those students.
Analysis of the situation makes me understand that, using dialogue-based approach over
other methods of teaching helped me to understand the cognitive knowledge of the students.
While concluding the situation, I feel that I would have extended the sessions from five to seven
or eight so that every student could learn equally about the topic. Further, the evaluation process
could have been more difficult as maximum questions included were easy. Further, every student
should have been evaluated separately so that unbiased evaluation could have been achieved
(Tsay & Brady, 2012).
My future action plan for any further lesson plan would be extending the sessions so that
everyone can utilize the opportunity. Secondly, the evaluation will be taken separately and will
include more open and close–ended questions to reinforce the learning within students through
evaluation process (Benson, 2013).
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7LESSON PLAN
References
Benson, P. (2013). Teaching and researching: Autonomy in language learning, 2nd Edn, pp. 254-
276, Routledge. https://books.google.co.in/books?
hl=en&lr=&id=ZoarAgAAQBAJ&oi=fnd&pg=PP1&dq=importance+of+evaluation+in+t
eaching+learning+process&ots=h_BcMQN-
K2&sig=dE4L9tjNX8rV4E6bfgQoF3VTjUc#v=onepage&q=importance%20of
%20evaluation%20in%20teaching%20learning%20process&f=false
Gibbs, G. (1988). The reflective cycle. Kitchen S (1999) An appraisal of methods of reflection
and clinical supervision. Br J Theatre Nurs, 9(7), 313-7.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and
strategies for training and education, 1st Edn, pp. 109-134, John Wiley & Sons.
https://books.google.co.in/books?
hl=en&lr=&id=M2Rb9ZtFxccC&oi=fnd&pg=PR12&dq=why+dialogue+based+approac
h+of+teaching+is+better&ots=JxIhZ03D9L&sig=uGC8373Fvr-
cA3zBZPWxLWh_5Rg#v=onepage&q=why%20dialogue%20based%20approach%20of
%20teaching%20is%20better&f=false
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching
3rd edition-Oxford Handbooks for Language Teachers, 3rd Edn, pp. 234-278, Oxford
university press. https://books.google.co.in/books?
hl=en&lr=&id=pO2dBgAAQBAJ&oi=fnd&pg=PT6&dq=dialogue+based+approach+of+
References
Benson, P. (2013). Teaching and researching: Autonomy in language learning, 2nd Edn, pp. 254-
276, Routledge. https://books.google.co.in/books?
hl=en&lr=&id=ZoarAgAAQBAJ&oi=fnd&pg=PP1&dq=importance+of+evaluation+in+t
eaching+learning+process&ots=h_BcMQN-
K2&sig=dE4L9tjNX8rV4E6bfgQoF3VTjUc#v=onepage&q=importance%20of
%20evaluation%20in%20teaching%20learning%20process&f=false
Gibbs, G. (1988). The reflective cycle. Kitchen S (1999) An appraisal of methods of reflection
and clinical supervision. Br J Theatre Nurs, 9(7), 313-7.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and
strategies for training and education, 1st Edn, pp. 109-134, John Wiley & Sons.
https://books.google.co.in/books?
hl=en&lr=&id=M2Rb9ZtFxccC&oi=fnd&pg=PR12&dq=why+dialogue+based+approac
h+of+teaching+is+better&ots=JxIhZ03D9L&sig=uGC8373Fvr-
cA3zBZPWxLWh_5Rg#v=onepage&q=why%20dialogue%20based%20approach%20of
%20teaching%20is%20better&f=false
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching
3rd edition-Oxford Handbooks for Language Teachers, 3rd Edn, pp. 234-278, Oxford
university press. https://books.google.co.in/books?
hl=en&lr=&id=pO2dBgAAQBAJ&oi=fnd&pg=PT6&dq=dialogue+based+approach+of+
8LESSON PLAN
teaching+&ots=LJ3vxiTh7X&sig=hwypJ5wwLJrz2zgVgEWzh-
_MUOs#v=onepage&q=dialogue%20based%20approach%20of%20teaching&f=false
Lozano, J. F., Boni, A., Peris, J., & Hueso, A. (2012). Competencies in higher education: A
critical analysis from the capabilities approach. Journal of Philosophy of
Education, 46(1), 132-147.
McPeck, J. E. (2016). Teaching critical thinking: Dialogue and dialectic, 1st Edn, pp. 34-57,
Routledge. https://books.google.co.in/books?
hl=en&lr=&id=CPswDQAAQBAJ&oi=fnd&pg=PT10&dq=dialogue+based+approach+o
f+teaching+&ots=FCs3in_SLe&sig=xNwsYmifyIzcAovUdy1HqKiOZUE#v=onepage&
q=dialogue%20based%20approach%20of%20teaching&f=false
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching, 3rd edn,
pp. 123-129, Cambridge university press. https://books.google.co.in/books?
hl=en&lr=&id=HrhkAwAAQBAJ&oi=fnd&pg=PR1&dq=why+dialogue+based+approac
h+of+teaching+is+better&ots=_LbDsn3hn9&sig=-
psnLTIdyTIf_6Aa5zUphUPoEaQ#v=onepage&q=why%20dialogue%20based
%20approach%20of%20teaching%20is%20better&f=false
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication
pedagogy: Does working in teams make a difference?. Journal of the Scholarship of
Teaching and Learning, 10(2), 78-89.
Wilson, E. (Ed.). (2017). School-based research: a guide for education students,3rd Edn, pp. 145-
156, Sage. https://books.google.co.in/books?
teaching+&ots=LJ3vxiTh7X&sig=hwypJ5wwLJrz2zgVgEWzh-
_MUOs#v=onepage&q=dialogue%20based%20approach%20of%20teaching&f=false
Lozano, J. F., Boni, A., Peris, J., & Hueso, A. (2012). Competencies in higher education: A
critical analysis from the capabilities approach. Journal of Philosophy of
Education, 46(1), 132-147.
McPeck, J. E. (2016). Teaching critical thinking: Dialogue and dialectic, 1st Edn, pp. 34-57,
Routledge. https://books.google.co.in/books?
hl=en&lr=&id=CPswDQAAQBAJ&oi=fnd&pg=PT10&dq=dialogue+based+approach+o
f+teaching+&ots=FCs3in_SLe&sig=xNwsYmifyIzcAovUdy1HqKiOZUE#v=onepage&
q=dialogue%20based%20approach%20of%20teaching&f=false
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching, 3rd edn,
pp. 123-129, Cambridge university press. https://books.google.co.in/books?
hl=en&lr=&id=HrhkAwAAQBAJ&oi=fnd&pg=PR1&dq=why+dialogue+based+approac
h+of+teaching+is+better&ots=_LbDsn3hn9&sig=-
psnLTIdyTIf_6Aa5zUphUPoEaQ#v=onepage&q=why%20dialogue%20based
%20approach%20of%20teaching%20is%20better&f=false
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication
pedagogy: Does working in teams make a difference?. Journal of the Scholarship of
Teaching and Learning, 10(2), 78-89.
Wilson, E. (Ed.). (2017). School-based research: a guide for education students,3rd Edn, pp. 145-
156, Sage. https://books.google.co.in/books?
9LESSON PLAN
hl=en&lr=&id=JE96DgAAQBAJ&oi=fnd&pg=PP1&dq=dialogue+based+approach+of+
teaching+&ots=iSLe64kzuj&sig=HoE4VEJJXxMtEU_AgtJfVaGmEpw#v=onepage&q=
dialogue%20based%20approach%20of%20teaching&f=false
hl=en&lr=&id=JE96DgAAQBAJ&oi=fnd&pg=PP1&dq=dialogue+based+approach+of+
teaching+&ots=iSLe64kzuj&sig=HoE4VEJJXxMtEU_AgtJfVaGmEpw#v=onepage&q=
dialogue%20based%20approach%20of%20teaching&f=false
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