Dialogue, Engagement and Generative Interaction in the History Classroom

Autor/in	Bird, Michael
Titel	Dialogue, Engagement and Generative Interaction in the History Classroom
Quelle	In: Teaching History, (2022) 186, S.52-59 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	History; Teaching Methods; Learner Engagement; Dialogs (Language); Classroom Communication; Student Teachers; Questioning Techniques; Teacher Student Relationship; Foreign Countries; Grade 7; History Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; History lessons; Geschichtsunterricht
Abstract	Michael Bird has a longstanding interest in the power of classroom dialogue, not only as a means of eliciting students' prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he first uses two extracts of classroom dialogue to illustrate the kinds of generative interactions that can be stimulated by carefully planned question sequences and then shares an approach to planning such sequences that has been adopted and successfully shared with student-teachers within the PGCE programme that he leads. (As Provided).
Anmerkungen	Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01