A goal of the VFTs is that through consideration of their experiences, students arrive at novel associations that lead to dynamic in-class dialogue about the material presented and a deeper understanding of the intricacies of the situation in the field.
As opposed to stable fears of expressing one's ideas in whole-class dialogue in general and in principle, situational uncertainty might fluctuate considerably in ongoing communication processes, depending not only on topical familiarity but also on perceived social climate in the current group or classroom setting (MacIntyre 2007).
By not privileging the right answers, I was able to build a more inclusive class dialogue in which everyone's ideas were valuable.
Moreover, dispersion measures for the students' contributions show that learners did not participate equally in whole-class dialogue.
However, for the purposes of the present investigation, coding procedures and statistical analyses were strictly confined to those instructional phases in which whole-class dialogue with its characteristic IRF-patterns occurred.
The present study investigates the influence of students' domain-specific prior knowledge and prevailing feelings of situational uncertainty on verbal interactions during whole-class dialogue in vocational education.
Instead of having a professor come to class and provide a one-way dissemination of information, how do we put many of those lectures online, let the students look at them beforehand, and then engage them in class in a dialogue about what that lecture was all about?
Recurring descriptive accounts of the prevalence of whole-class dialogue among instructional patterns in commercial vocational schools in Germany marked the starting point of our study.
Descriptive accounts of instruction in German vocational schools consistently indicate whole-class dialogue to be prevalent.
Then, in class, they fill out dialogue sheets (PDF) on which they write a brief summary of the article along with main points, their emotional reaction, the value of the article and any questions they have about the topic.
How do I transfer students' passion during the in-class discussions to engaging verbally with the written dialogue I have created in the margins of their papers?
