This post is a collection of thoughts that I had while reading.
- Taking on board the use of Applebee's dialogic conversation is important but the author's suggest the conversations should be centred around topics that are considered immediate issues in a student's life using multiple perspectives from literary sources.
- According to Bakhtin, “dialogic” conversations are not just interactive talk but rather meaning-making that changes how a person understands something in dialogue that is both internal and external in response to other people’s ideas.
- Dialogic conversations should be extended to provide creative roles for the students to play (this is where the Manaiakalani Learn, Create, Share model fits!)
- A dialogic conversation relies heavily on conflict and tension of opposing viewpoints (how can I work with year 4 students to make it a safe environment to share their own opinions and not what they believe is the 'correct' answer) There needs to be a shift in understanding (which can strengthen your original viewpoint) for is to be a true dialogic conversation.
- Students will feel that they are allowed to change their viewpoints on a topic that they otherwise believed to have closed parameters.
- "all participants are invited to take up embodied multiple perspectives often in non-naturalistic ways (e.g. with everyone speaking as if they are the thoughts of one character) for short period of time"
- When talking students may vary between talking as themselves and speaking as one of the characters from the text
- Students and Teacher collectively dialogue as if they are all fictional characters within the event
- As conversations evolve, students are able to make the switch between fictional characters and their true self when proposing viewpoints
- While discussion is simple verbal communication, meaning-making is embodied, multimodal, and collaborative.
- Dialogic imagination is key to being able to have a dialogic conversation.
- All readers use dialogic imagination when they imagine and try to understand the actions and thoughts of literary characters.
- Dialogic Conversations need to exist in two ways to be successful: with the teacher/learning group, and imaginatively in fictional events
- Chronotopes- can be inferred from how each character acts, speaks, thinks, and responds across narrative events-need to alter in order to extend the understanding of a imaginative dialogue.
- students may dialogue about how characters might have felt about what they did, or did not do, and may evaluate characters’ action or inaction
Next step: How can I involve the dialogic imagination in group sessions to deepen student understanding during our dialogic conversations?