UWSP Teaching Partners Pedagogy Project Kimiko A. Ott January 23, 2015 Name of Pedagogy Project: Toward Dialogic Teaching: Using an Optimal Learning Model to Foster Deep Learning Inquiry/Exploration Process: • Explored the problem of facilitating and sustaining student engagement in a dialogic classroom. • Reviewed the literature on dialogic classrooms and multiple models of students’ epistemological development. • Proposed three considerations for improving dialogic teaching and learning o Apply an Optimal Learning Model o Use Language as a Tool for inquiry and dialogue o Embed structures that support conversations and scaffold learning o Embed instructional technology into teaching and learning activities. • Designed the delivery of course content through learning activities aligned to the Optimal Learning Model framework. • Informally solicited student feedback in an end-­‐of-­‐course Student Perception Survey. Application/Outreach: This proposal was accepted, presented, and peer-­‐reviewed at a 60-­‐minute concurrent session at the “International Lilly Conference on Teaching and Learning” January 4-­‐8, 2015 in Austin, Texas. This proposal has also been accepted at the “International Lilly Conference on Teaching and Learning” February 18-­‐21, 2015 in Newport Beach, California as a 1.5 hour concurrent session, and will additionally include informally solicited student perceptions about the use of online discussions and video reflections in a dialogic classroom. Session Objectives •
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Understand the relationship of an optimal learning model to dialogic teaching and students’ epistemological development. Explore current research supporting language as a tool for collaborative inquiry. Apply structures and resources that support conversations and scaffold learning. Reflect on the import of these ideas for teaching and learning. Create a point of action. Abstract: Do you wonder why even the most provocative questions posed to undergraduate students are often met with long periods of uncomfortable silence? Do you puzzle over why the voices of a few frequently dominate class discussions? These behaviors may be explained in part by understanding students’ epistemological development. When conversations are placed within authentic contexts, however, and nested within an optimal learning model, it is possible to address these behaviors and improve the quality of learning. This session will help instructors transform flat classroom conversations into lively dialogue, collaborative inquiry and deep learning. Participants will explore practical ideas for scaffolding inclusive conversations. Next Steps: • Submit an IRB Proposal. • Conduct formal classroom observations and formal survey of students. • Analyze data and formulate findings/conclusions. • Submit article for publication.