1. S-TEAM PROJECT: Dialogic Inquiry University of Leeds January 2010 Jaume Ametller and Phil Scott School of Education University of Leeds

2. Dialogic inquiry….involving authoritative interactions: where the focus is on the scientific point of view) and….

3. Involving dialogic interactions: where there is room for students and teacher to explore a range of ideas.

4. What is the need for training in relation to dialogic inquiry? …scientific concepts taught largely through an authoritative approach (‘just telling’) …authoritative approaches don’t allow students to engage in comparing and bringing together of ideas which leads to meaningful learning. … a growing body of evidence suggests that teaching approaches which include dialogic phases are more effective in supporting meaningful learning …S-TEAM provides the opportunity to develop state-of- the-art training materials to help teachers widen their pedagogical approaches to include dialogic inquiry.

5. Process: project way of working Phase 1: working with ‘core group’ of teachers to monitor and reflect upon existing practices and to explore key ideas of Dialogic Inquiry teaching approaches. Phase 2: design and production, with ‘core group’ teachers, of professional development materials and teaching sequences. Phase 3: implementation, evaluation and refinement of professional development training packages and teaching sequences. ResearchersTeachers: 8

6. Training Packages Products: Dialogic teaching material … example of teaching X fits into the package … general principles inform design of how to teach X

7. - used with teachers in various contexts: university (ITT and INSET); school (departmental projects/ research); regional science education centre. - sessions extending over Semester or more (one-off full-day courses, extended courses) - content: introducing basic concepts of dialogic inquiry; video clips of classroom activity; tools for analyzing classroom talk; ways of enabling teachers to reflect on their current pedagogical practices Training packages

8. One tool: for systematic analysis of teaching

9. Teaching materials based in physical sciences and focusing on conceptual knowledge: electric circuits, forces… high school (11-18) max 6/7 hours duration for a full sequence …but also including discrete ‘dialogic activities’

10. An introduction to light and vision A teaching challenge: How to promote involvement and discussion in teaching about the reflection of light …using a dialogic inquiry approach…

11. Message on my forehead: what does it say? Law of reflection of light: a dialogic approach…

12. Message on my back: what does it say?

13. Got…it!!

14. So…now draw a ray diagram to show how to see the message on your back…

15. Evaluation of training packages Formative evaluation: Phase 2 …fundamental part of the development of the training materials in Phase 2: this is an iterative process where the core teachers and researchers evaluate experiences and activities of Phase 2, with a view to using this formative evaluation as a basis for refining the emerging workshop materials. Tools: written questionnaire feedback from teachers; recorded plenary discussion…

16. Evaluation of training packages Summative evaluation: Phase 3 Focusing on the impact of training packages on teacher practice Range of training contexts: school, university, regional centre ….giving opportunity for different approaches to evaluation: teacher self-reporting via questionnaire on pedagogical practices; peer review via systematic lesson observation.…..