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SUMMARY:The Impact of Dialogic Teaching on Student Learning - Jan Hardman 
 &amp\; Christine Howe
DTSTART:20170927T090000Z
DTEND:20170927T113000Z
UID:TALK82911@talks.cam.ac.uk
CONTACT:54571
DESCRIPTION:This event features two talks from two very recent and large-s
 cale projects that examine the impact of dialogic teaching on student lear
 ning. \n\nThe first by *Dr Jan Hardman* (University of York) will discuss 
 a large-scale school-based teacher PD intervention entitled ‘Classroom t
 alk\,\nsocial disadvantage and educational attainment: raising standards\,
  closing the gap’. Funded by the Education Endowment Foundation (EEF)\, 
 the study was a collaborative project between the University\nof York (wit
 h Frank Hardman) and the Cambridge Primary Review Trust (Robin Alexander).
  Using an experimental design\, a positive impact on children’s learning
  was found using standardised tests in primary English\, mathematics and s
 cience. This presentation focuses on the findings of the process evaluatio
 n of the study. It will present an analysis of lesson videos to study the 
 impact of the PD intervention on the pedagogical practices of teachers and
  the participation of pupils in whole class talk.\n\nThe second talk by *P
 rofessor Christine Howe* (University of Cambridge) has a similar focus. Pa
 tterns of classroom dialogue have been spotlighted as critical for teachin
 g and learning. Hypotheses have been proposed about optimal patterns\, yet
  it remains uncertain how beneficial these are in practice. The need for a
 dditional evidence underpins the ESRC-funded project (carried out with Nei
 l Mercer\, Sara Hennessy\, Maria Vrikki & Lisa Wheatley) that this present
 ation will report. A large representative sample of classroom dialogue has
  been obtained and analyzed via a scheme that requires coding speaker turn
 s and rating full lessons. Analyzed dialogue has been related to measures 
 of student outcome. This presentation\nwill outline positive associations 
 between dialogue and outcome that have been detected. It will also highlig
 ht the significance of the results for methodology\, theory and practice.
LOCATION: Faculty of Education\, Donald McIntyre Building\, 184 Hills Road
 \, Cambridge\, CB2 8PQ\, GS4
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