Explained: Dialogic Teaching & Sustained Shared Thinking

Author: Brooke Marsden

Brooke is a member of Yipiyap’s Leadership Team and a former peer tutor, channelling her love of education into improving outcomes of learners nationwide. As a graduate of English and Creative Writing, she loves researching new ideas and presenting them in an imaginative way.

At Yipiyap, we’re proud to be able to introduce so many young people to the world of teaching. Many of our gap year tutors have gone on to careers in education - and for those who don’t, they step up to their future career with essential teaching and learning skills.

In our Explained series, we’re going to shed some light on the key pedagogical terminology for fledgling educators - and maybe even provide a refresher for seasoned teachers too!

What is dialogic teaching?

Dialogic teaching means using conversation to support learning in the classroom. Unlike chalk-and-talk teaching, dialogic teaching uses open-ended question and discussion between teacher and students.

Okay, hang on – define dialogic…

We get the term ‘dialogic teaching’ from the research of Professor Robin Alexander, which coined the phrase in the early 2000’s. However, while it sounds like a new concept, dialogic talk originated in ancient Greece.

In Greek, ‘dia’ means through and ‘logos’ means words. The practice of dialogic teaching can be traced all the way back to Socrates, who suggested that education should be centred on dialogue and that questions can prompt new thinking rather than probing for set answers.

Recently, the move towards the phrase ‘dialogic teaching’ or ‘dialogic pedagogy’ has been stirring up excitement in the teaching community, as the Educational Endowment Fund trialled the use of this approach and found positive results. The research proved how this method can produce progress, with students in a primary school making up to two months of additional progress in Maths, English and Science compared to the group where dialogic teaching was not employed.

Essentially, dialogic teaching means rather than the sometimes-unproductive question raised to the class, with a set right answer, we should be asking more open-ended questions, explaining thought processes, and exploring new ideas. Approved by Socrates himself - it’s easy to work into lessons, no cost, and benefits students’ progress!

What does dialogic teaching look like in the classroom?

Maybe you already can see elements of dialogic teaching in what you do every day, but how can you intentionally utilise it in your classroom?

1.    Explaining your own thought process when problem solving, so students have a framework for their own independent thinking.

2.    Supporting discussion so it is learner-led, and creating an encouraging atmosphere where ideas are valued.

3.    Extend students who give a correct answer by asking them further questions to challenge them.

4.    Asking students if they can explain the task or how to complete it to the class to show they have understood it.

5.    Following the thread of incorrect answers by gently investigating how the learner arrived at that answer, seeing if they can either recognise an error and self-correct or if you can clear up a misconception in their thinking that can be explained again to clarify.

Why is dialogic teaching important?

Dialogic teaching is hugely important- it builds skills inside and outside of the classroom.

Pedagogically speaking, children think like other children, so having an explanation come from a classmate may just make it click for a student in a way it hasn’t before!

It can improve students’ communication, empathy and listening skills, as well as helping educators feel more connected to their class.

Benefits of dialogic teaching:

Students learn to:

• Listen and respond to each other’s points.

• Develop their ideas and defend their reasoning.

• Navigate emotions as they learn to challenge or counter points respectfully.

• Explain how to solve a problem or answer a question in a way that makes sense to them.

Dialogic teaching shows your students that you value not only their level of achievement, but that you appreciate their perspective. If you want your students to develop emotionally whilst learning and gaining confidence with the material, they need to know - it’s worth using!

How does dialogic teaching benefit students in assessments?

Dialogic teaching boosts learner engagement and comprehension. It encourages students to grow strengths in those skills that they’ll need in assessments: formulating full answers, arguing an opinion, and thinking clearly and calmly through a question.

When you think of those tricky exam questions that rely on reasoning and articulation, this is where dialogic teaching is going to pay off!

What’s more, introducing dialogic strategies needn’t require additional resources or preparation time. Simply asking more open questions that prompt students to explain their thinking already facilitates richer discussion.

This way, your class can participate in thoughtful and creative discussion while learning that exam questions aren’t all scary!

In short, integrating dialogic teaching spells success for learners.

What is sustained shared thinking?

Early years pedagogy expert Kathy Brodie describes sustained shared thinking as ‘those lovely, in-depth conversations that you have with children about anything and everything’. It’s giving children a safe space to propose ideas, supported by curiosity and interest being shown by the educator. The goal of sustained shared thinking is to extend learning and development through collaborative discussion. Basically- engaging learners, especially in early years education, to share ideas and connect with you.

Creating that bond with your learners is the most important thing- once you’ve shown a student that you want to hear from them, they’re more likely to feel they can share things with you.

As an additional bonus, using sustained shared thinking in the classroom has been linked to improved literacy and critical thinking.

Sustained shared thinking links to dialogic teaching in that curiosity and discussion are at the core of each approach. However, sustained shared thinking differs in that it’s focus is on individual attention and building a positive relationship with your students, rather than directing a lesson.

This can take place in those snippets of the day that you see your learners- it doesn’t have to be a regimented practice. Effective sustained shared thinking is making an intentional effort in those small moments where you can speak to your students. At breaktime, when walking down the corridor, asking them to help with resources, any time you can seize to share a moment and connect with them.

Environment can impact sustained shared thinking. For younger children, this might look like withdrawing to a reading corner in the classroom together, and having a rich environment with lots of textures and things to comment on helps massively!

For older learners, you may want to start with fostering an atmosphere of honesty. ‘Did you like the book we studied in class?’ and being open to hearing a ‘no’. This non-judgemental space gives you the springboard to be able to ask what they do like, and for them to share their interests.

How does small group tuition support dialogic teaching and sustained shared thinking?

If you’re a teacher, you may already have students of your own in mind that you can imagine wouldn’t enjoy talking with the whole class listening as is such a huge part of dialogic teaching.

Small group tuition is perfect for those learners. The closer ratio between tutor: student provides a more intimate environment perfect for dialogic teaching and sustained shared thinking.

In any case, every ‘type’ of learner benefits from coaching and the rapport between themselves and teaching staff. Through working with a tutor, every learner is sure to get the opportunity to speak, and the smaller group creates more in-depth discussion. Teachers and tutors alike will know that for those learners that are less confident, encouragement and individual attention is key.

Sustained shared thinking can provide a relief of pressure from the more academic side of being tutored. Working with young people and factoring in peaks and troughs of their attention can maximise concentration, and building a bond makes students more motivated.

Tutoring in small groups works for every type of student, tutors are well placed to direct dialogue to fruitful discussion and encourage thoughts to be shared. These two approaches dovetail together perfectly to make student progress!