In the arts and heritage sector, we often have a lot to say. But how do we make sure we’re not the only ones doing the talking? Find out more about dialogic learning.
What is dialogic learning?
Dialogic learning emphasises the importance of dialogue and interactive communication in the learning process. It is based on the idea that learning is most effective when it occurs through meaningful and collaborative conversation. In a dialogic learning environment, participants engage in discussions, debates, and conversations to explore and construct knowledge collectively.
At MakeMore Arts, we believe that we learn more when we take an active role in shaping our learning through discussion. And we believe that talking aloud helps us to develop ideas.
You can find an example of how we’ve tried to remodel digital object-sharing for schools and community groups. Instead of a knowledgeable presenter sharing their expertise, in this video, Rosie tries to support young people to construct learning for themselves by raising a range of questions.
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Our tips for asking questions
If your leading a workshop, giving a talk or tour, or even writing participatory exhibition content, you may find our tips helpful for developing talk.
Opening up
As you’re discussing objects, open questions are much more likely to provide opportunities for longer talk and vocabulary development, especially when there is no right or wrong answer. Try and regularly ask: What do you think? Encourage confidence in a group by letting them know that a range of opinions matter and are valid.
Invite questions
Provide regular opportunities for youngsters to formulate their own questions too – what would they like to know? Often, there may not be clear answers – and it’s helpful for young people to know that too!
Go further
Encourage idea development by asking the same person an extra question, such as: What makes you think that?
Don’t mind the gap
Don’t be afraid of waiting for an answer – the best answers may take time. Thinking time, where young people can prepare what they are about to say, can also be used. Sometimes you may wish to provide opportunities for your group to jot their ideas or questions down on a post-it note, or use a ‘Think, Pair, Share’ approach – ask them to think about something you’ve asked, tell a partner their idea, then share it with the whole group.
Hands down
Research has shown that some children contribute an average of just four words in the course of a whole lesson in school – and this is likely to be even less in unfamiliar situations such as at heritage sites or in art galleries.
In some sessions, could you decide not to have hands-up but find alternative ways for people to contribute? Otherwise, it’s only the most confident speakers who volunteer information. If you’ve heard a quiet pupil talking in a pair, invite them to share the idea directly.
Some arguments are healthy
Encourage people to express a range of different opinions by asking: ‘Does anyone disagree’. Our young people need to know that disagreement, debate and a range of opinions are absolutely normal within a healthy society, and that discussion amongst people with differing views doesn’t need to lead to conflict.
We’d love young people to feel happy to share their own thoughts, respectful of other views, and confident to change their minds if they want to.
Be flexible
Recognising that there are different types of talk is also really important. When we are sharing our thoughts, we are often thinking aloud. This type of talk doesn’t need to be perfect – in fact it might be full of ‘urghs’ and ‘urms’, gaps and repetition. And that’s fine.
You can support a group to know that it’s ok to think aloud like this by clearly differentiating your expectations when shifting to more formal talk, e.g. for presentations. If you want them to avoid the ‘urghs’, give extra time after paired or group work for them to spend a couple of minutes thinking about how they can now express their ideas more formally.
Take two minutes
Speaking activities don’t need to be long and laboured. You can ‘hotseat’ a character in a two-minute activity.
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Discover another use for questions