HQLT Enhancement: A Critical Reflection on Dialogic Teaching Methods

This report provides a critical reflection on the use of dialogic teaching to facilitate High Quality Learning and Teaching (HQLT). It begins with an introduction and a literature review that defines dialogic teaching and HQLT, explores their relationship, and examines the advantages of dialogic teaching. ...Read More

A critical reflection on
how dialogic teaching
can be used to facilitate
HQLT
1

Table of Contents
INTRODUCTION...........................................................................................................................3
LITERATURE REVIEW................................................................................................................5
What is the concept of dialogic teaching and high quality learning and teaching?....................5
What is the use of dialogic teaching to enhance high quality learning and teaching?................5
What is the relationship between theory and practice in an area of high quality learning and
teaching in school context?.........................................................................................................6
What are the advantages and benefits of dialogic teaching in improving high quality learning
and teaching of students?............................................................................................................6
RESEARCH METHODOLOGY.....................................................................................................7
PRACTICE RESEARCH................................................................................................................9
INTERVIEW...............................................................................................................................9
QUESTIONNAIRE...................................................................................................................11
Observation...............................................................................................................................12
CONCLUSION..............................................................................................................................13
REFERENCES..............................................................................................................................14
2

INTRODUCTION
Dialogic teaching refers to the usage of talk in an effective way to take out learning and
teaching. It involves talk that is ongoing between students and teachers not just presentation from
teacher (Kim and Wilkinson, 2019). With the assistance of dialogue teachers obtain students
everyday, get different perspectives, engage with developed ideas and assist students in
overcoming misunderstandings. Teachers provide students to give opportunities for contributing
in classroom dialogue in varied and extended manner, they are taken for exploring the limits of
own understanding. By involving students in dialogue teachers can easily explain idea, clarify
the purpose and point of tasks and activities, scientific manner to use language, assist students
new scientific methods of explaining phenomena (Alexander, 2020).
Research Aim
“To critically reflect on how dialogic teaching can be used to facilitate HQLT.”
Research Objectives
 To determine the concept of dialogic teaching and high quality learning and teaching.
 To identify the use of dialogic teaching to enhance high quality learning and teaching.
 To determine the relationship between theory and practice in an area of high quality
learning and teaching in school context.
 To explore advantages or benefits of dialogic teaching in improving high quality learning
and teaching of students.
Research Questions
 What is the concept of dialogic teaching and high quality learning and teaching?
 What is the use of dialogic teaching to enhance high quality learning and teaching?
 What is the relationship between theory and practice in an area of high quality learning
and teaching in school context?
 What are the advantages and benefits of dialogic teaching in improving high quality
learning and teaching of students?
Rationale of the research
The main purpose of conducting this research is to identify that if dialogic teaching could
be used for facilitating high quality learning and teaching. With the help of this particular I
would be able to find out that if it is improving engagement of learning and overall quality of
learning and teaching. The methods that are used for collecting appropriate information through
3

interviews and observations. I would be going to analyse data which would assist and tell if
dialogic teaching is effective in creating high quality learning. Literature review would be done
by using data that is already existing and researched by different researchers earlier.
4

LITERATURE REVIEW
What is the concept of dialogic teaching and high quality learning and teaching?
According to Spalding, (2020), Dialogic teaching is defined as such learning in which
with the help of talking teaching and learning activities are executed. With the help of dialogues
teachers provide knowledge to their students and in this manner ideas within students can be
developed and the same may lead in minimising misunderstandings. Dialogic teaching is highly
effective in improving formative assessment for pupils in which this would be easier for students
to grab learning opportunities and provide collective academic outcomes. This is being observed
that in classroom the major process is to provide basic information to pupil. In this manner, it is
imperative that to involve such methods for students so that they may have collaborative learning
and assessment in a manner that will help them to grow and sustain. High quality learning is
defined as day to day interactions which are taking place in classroom so that different level of
motivation and learners challenges can be acquired. This is all about such assessments in which
gaps within learning so that pupils may get assistance in their learning. These are the methods
which can be used within classrooms so that to empower students in such a manner that active
learning skills can be enhanced.
What is the use of dialogic teaching to enhance high quality learning and teaching?
According to Kang and Han (2019), Creating such effective teaching and learning
programs this will lead the students to learn such detailing regarding their study topic so that on
daily basis they can learn in appropriate manner and acquire higher abilities related to academic
skills. Oral communication is a tool which can be used by students in order to understand various
concepts of their academics to its fullest. In this manner using dialogic teaching this would lead
the students to acquire such understanding in terms of managing their skills in appropriate
manner so that classroom programs can be enhanced. On the other hand in current time various
schools are preferring such programs in order to develop skills and knowledge of their students
and in this manner academic proficiency can be attained within students and they can lead their
career in significant manner. Similarly these are the learning methods which are helpful in
boosting level of confidence among students so by using such strategies that could be easier for
students to develop their level of understanding and to inhale such practices by which quality of
teaching can be promoted.
5

What is the relationship between theory and practice in an area of high quality learning and
teaching in school context?
According to Wrenn and Wrenn,(2021), theories and practices in academic era is helpful
in developing high quality learning so that various concepts can be understood in appropriate
manner along with developing explanation in respect of student learnings. Using appropriate
theory and practices may lead in developing such aspects in a student which is leading them to
develop such understanding in respect of acquiring knowledge in respect of their academic skills
and knowledge as well. On the other hand by developing such constraints related to academics
and high quality learning and teaching methods complexities related to decision making can be
sorted out by student and through which significant changes can be inhaled by students so that
they can acquire future success in appropriate manner. This is highly assisting for student when
they acquire their learning through high quality learning as this is the process which enables two
way communication and in current time adopting two way communication could be
advantageous in order to make gain awareness in respect of theories and principles. This is
examined that with the help of theories and practices learning methods can be instigated in
appropriate manner so that students may learn regarding cooperative interaction.
What are the advantages and benefits of dialogic teaching in improving high quality learning and
teaching of students?
According to ones and Hammond (2016), the major advantage of dialogic learning is
associated with involving teachers and students in together manner so that ideas can be shared in
equitable manner and new questions can be raised. Dialogic learning is aimed at improving
management of pupil in such a way that quality of talks within classrooms can be enhanced. In
this manner various trainings are given to teachers so that they can deliver the best response to
their teacher and so that their thinking may get enhanced. As this is a two way communication
process in which learner get to know regarding aspects of developing teaching process and in
this manner overall appropriateness can be rendered to students in terms of developing academic
role. The main advantage of dialogic teaching is that children and teachers both think at same
time that means together, they are continuously focusing on sharing ideas and also considering
and concentrating on different ideas that are getting from students while teaching, asking variety
of questions and taking proper time for deciding what all things need to be worked for next. For
teachers, this insight into process of thinking is invaluable in the formative assessment and for
6

planning that is sensitive that could address the needs of individuals as they are revealing their
ideas and thoughts aloud. Dialogic teaching has the power to ensure that each child is extremely
and productively included in their education and their classmates. For teachers dialogic teaching
is robust and clear pedagogical strategy that helps in teaching effectively and learning efficiently.
Dialogic teaching is great for increasing the understanding level of the students and for teachers
it helps in teaching greatly to the students.
7

RESEARCH METHODOLOGY
Research Choice
There are two types of research choices which are known as qualitative research choice
and quantitative research choice. Quantitative research which is more concerned about analysing
and collecting numerical information for the analysis of statistics. According to this research,
qualitative research is selected and it refers to the method through which researcher gathers and
analyses information that are non-numerical in nature for understanding the experiences,
opinions and concepts. It is basically used for collecting insights that are in-depth into an issue or
taking out ideas for research. Qualitative research is majorly used in subjects like health sciences,
education, sociology, history and many more. Qualitative research is considered as best when
investigator wants to research about the new field of study. Qualitative research has different
qualitative methods that are developed to get extensive and in-depth in determining the various
problems by the medium textual interpretation and the most common kinds are observation and
interview (Aitman, Dhillon and Geurts, 2016).
Research Instruments
There are various types of research instruments which include questionnaire, survey,
observation, checklists and many more. As per the need of particular research, observation,
questionnaire and interview are selected. Interview is the method which is used to collect
qualitative information and these are open-ended in nature. Through this respondents opinions
are collected. Observation is used to take out observation of respondents in this multiple sites
related to study are involved. They are confirmatory and auxiliary research. Questionnaire is also
conducted where close-ended questions are asked from respondents.
Sampling
In this respondents are selected to take out required information. There are two types of
sampling which is known by probability and non-probability sampling. Probability sampling is
used to select sample for quantitative research and non probability is used to choose sample for
qualitative information (Butler, Copnell and Hall, 2018). As per this research requirement non
probability sampling is considered to attain the objectives of research. In this teachers are
observed and interviewed. The 3 female class teachers are selected who are from different ethnic
backgrounds and comes under the age of 26 to 31. And for questionnaire 5 teachers are selected.
8

Data Collection
With the assistance of data collection researcher aims at gathering data which is reliable
and relevant. For this data collection is divided into two major types: primary and secondary data
collection. Researcher has adopted both the types that is primary as well as secondary. Primary
data collection has gathered with the assistance of questionnaire, with this researcher has aimed
towards getting information from the respondents which has never been considered earlier by
anyone. So it means the data is raw and first hand whereas secondary data collection helps in
getting data which already exist. For getting this particular information researcher has used
various sources like books, journals, articles and magazines. In these data is mentioned but there
is always some according to the topic. So researcher has tried to fill that gap and taking out more
reliable, relevant and accurate information.
Time Horizon
Time horizon is classified into two major kinds which are known as cross-sectional and
longitudinal time horizon. Researcher has chosen cross-sectional time horizon as it assists
researcher in completing work on time because it provides the accurate time frame for the
completion of research. Cross-sectional provides already established period of time for gathering
reliable, relevant and valid information.
Research Strategy
Research strategy includes various types of research strategies such as experimental
research, case study, literature review and action research. For attaining research objectives of
the current research, researcher has selected survey and literature review. In order to collect
information for literature review investigator has used various secondary sources like books,
journals, articles, magazines and many more. Survey has chosen as research strategy so that
opinions and views could be received direct from the selected respondents. In survey,
investigator has focused on interview and questionnaire which are efficient in collecting relevant
and reliable information.
9

PRACTICE RESEARCH
INTERVIEW
Theme 1: Define the concept of dialogic teaching and high quality learning and teaching
Question 1: As per your understanding, how do you define the concept of dialogic teaching and
high quality learning and teaching?
Teacher1: Teacher 1 has answered that dialogic teaching refers to the means used by teachers to
take out effective teaching and learning.
Teacher2: Teacher 2 has said that dialogic teaching is defined as ongoing talk among students
and teachers.
Teacher3: Teacher 3 has answered that dialogic teaching creating engagement with the
developing and new ideas. By the engagement teacher assists in overcoming misunderstandings
from the learning of students.
Theme 2: Use of dialogic in enhancing high quality learning and teaching
Question 2: According to you, what is the use of dialogic teaching in enhancing high quality
learning and teaching?
Teacher1: Teacher 1 has answered that dialogic teaching has been used by teachers to increase
the communication between students and teachers.
Teacher2: Teacher 2 has said that the usage of dialogic teaching in teaching the detailing of
learning. It also gives scientific manner of using language.
Teacher3: Teacher 3 has answered that dialogic teaching enhances high quality learning and
teaching by clarifying the purpose and point of tasks.
Theme 3: Relationship between theory and practice in an area of high quality learning and
teaching in school context
Question 3: As per your opinion, what is the relationship between theory and practice in an area
of high quality learning and teaching in school context?
Teacher1: Teacher 1 has believed that relationship between theory and practice give two
communication between student and teacher.
Teacher2: Teacher 2 is believing that theory and practice has provided sequential and
10

systematic study which enhance the learning of student.
Teacher3: Teacher 3 has believed that relationship between practice and theory create topic
awareness in students. They get great knowledge regarding the topic.
11

QUESTIONNAIRE
Q1: Dialogic teaching
Question1: According to you, what is dialogic teaching? Frequency
a) Talking most effectively to take out learning and teaching 1
b) Continuous talk between students and teachers 2
c) It involves teacher as well as students presentation 1
d) Students are provided to take part in class room dialogues 1
Interpretation: From the given information it has been analysed that 1 respondent said
dialogic teaching is most effective way for learning and teaching. The other 2 respondent says
that it encourages continuous talk between teachers and students. 1 respondent says that it
presents teachers as well as students and the remaining 1 respondent said that students are
provided with chance to take participation in class room dialogues.
Q2: Advantages of dialogic teaching
Question2: As per your understanding, what are the advantages of
dialogic teaching?
Frequency
a) Gets direct knowledge 2
b) Improves communication 1
c) Improvement in skills 1
d) Improves relationship between student and teacher 1
Interpretation: As per the provided data it has been concluded that 2 respondents say
dialogic teaching assists in getting direct knowledge. 1 respondent said that it improves
communication power of student as well as teacher. The other 1 respondent says that it improves
the learning skills faster and the remaining 1 respondent answers that it improves the relationship
between teacher and student.
12

Q3: Dialogic teaching is really helpful in the context of school
Question3: Do you think dialogic teaching is really helpful in the
context of school?
Frequency
a) Yes 2
b) No 3
Interpretation: As per the mentioned graph it is being summarised that 2 respondents
have answered yes that dialogic teaching is really helpful in the context of school and the
remaining 3 respondents have answered no that it not much helpful because it does not increase
the writing power of student.
Q4: Importance of dialogic teaching
Question4: In your opinion what is the importance of dialogic
teaching?
Frequency
a) Increases students engagement 2
b) Improves discussion 1
c) Programmes use printed materials and review videos 2
Interpretation: As per the given information it is being interpreted that 2 respondents
who are teachers have said that dialogic teaching increases the engagement of students as they
are also involved in giving their ideas and focused towards learning about the their study, 1
respondent has said that dialogic teaching has improved the discussion between teachers and
students. The remaining 2 respondents have said that dialogic teaching uses video technology
and printed materials for the great understanding.
Observation
I have observed that while observing teachers who are involved in dialogic teaching that
they are active and encouraged in teaching students with ongoing talking. It has been analysed
13

that from the teachers observation that they are motivated to involve students in continuous
communication. I have observed that teachers make sure that there is two way communication
between them and students who are learning. Teachers make sure that students are understanding
whatever teachers are trying to teach them. With this teachers make sure that students are
indulged in improving their learning and understanding skills.
14

CONCLUSION
From the above information it has been concluded that dialogic teaching has the effective
manner to carry out learning and teaching. It is the method which is used to include ongoing
conversation between students and teachers. Basically it is the process where not only
presentation is involved but continuous discuss and conversation are included. In dialogic
teaching students are given opportunities by teachers for contributing in classroom dialogue in
different and various ways. This assists in improving the limits of own understanding and at the
current time teachers assist students to practice new and different ways to use language for
structuring language.
15

REFERENCES
Books and Journals
Aitman, T., Dhillon, P. and Geurts, A.M., 2016. A RATional choice for translational research?.
Alexander, R., 2017, August. Developing dialogic teaching: Process, trial, outcomes. In 17th
Biennial EARLI Conference, Tampere, Finland (Vol. 31).
Alexander, R., 2017, August. Developing dialogic teaching: Process, trial, outcomes. In 17th
Biennial EARLI Conference, Tampere, Finland (Vol. 31).
Alexander, R., 2020. A dialogic teaching companion. Routledge.
Butler, A.E., Copnell, B. and Hall, H., 2018. The development of theoretical sampling in
practice. Collegian. 25(5). pp.561-566.
Davies, M., Kiemer, K. and Meissel, K., 2017. Quality Talk and dialogic teaching—an
examination of a professional development programme on secondary teachers’
facilitation of student talk. British Educational Research Journal. 43(5). pp.968-987.
García-Carrión and et. al, 2020. Implications for social impact of dialogic teaching and learning.
Frontiers in psychology. 11. p.140.
Jones, P. and Hammond, J., 2016. Talking to learn: Dialogic teaching in conversation with
educational linguistics.
Kim, M.Y. and Wilkinson, I.A., 2019. What is dialogic teaching? Constructing, deconstructing,
and reconstructing a pedagogy of classroom talk. Learning, Culture and Social
Interaction. 21. pp.70-86.
Kim, M.Y. and Wilkinson, I.A., 2019. What is dialogic teaching? Constructing, deconstructing,
and reconstructing a pedagogy of classroom talk. Learning, Culture and Social
Interaction. 21. pp.70-86.
Resnick and et. al, 2018. Next generation research in dialogic learning. The Wiley handbook of
teaching and learning, pp.323-338.
Sedlacek, M. and Sedova, K., 2017. How many are talking? The role of collectivity in dialogic
teaching. International Journal of Educational Research. 85. pp.99-108.
Van De Pol, J., Brindley, S. and Higham, R.J.E., 2017. Two secondary teachers’ understanding
and classroom practice of dialogic teaching: A case study. Educational Studies. 43(5).
pp.497-515.
16

APPENDICES
Questionnaire
Question1: According to you, what is dialogic teaching?
a) Talking most effectively to take out learning and teaching
b) Continuous talk between students and teachers
c) It involves teacher as well as students presentation
d) Students are provided to take part in class room dialogues
Question2: As per your understanding, what are the advantages of dialogic teaching?
a) Gets direct knowledge
b) Improves communication
c) Improvement in skills
d) Improves relationship between student and teacher
Question3: Do you think dialogic teaching is really helpful in the context of school?
a) Yes
b) No
Question4: In your opinion what is the importance of dialogic teaching?
a) Increases students engagement
b) Improves discussion
c) Programmes use printed materials and review videos
Interview
Question 1: As per your understanding, how do you define the concept of dialogic teaching and
high quality learning and teaching?
Question 2: According to you, what is the use of dialogic in enhancing high quality learning and
teaching?
Question 3: As per your opinion, what is the relationship between theory and practice in an area
of high quality learning and teaching in school context?
17