This expression means to use talk more effectively for carrying out teaching and learning. It involves ongoing talk between teachers and learners and not just a teacher-led approach to teaching-learning situations. It gives more opportunities for students to contribute to classroom dialogue in order to build together knowledge and enter in the process of its elaboration. They can explore the limits of their understandings through dialogues as a new tool for constructing knowledge. Teachers can explain ideas, clarify points and reformulate, and help students grasp new ways of learning in order to make them enter in a dialogical way of learning. In its first uses it is oriented towards teachers in order to help them diagnose student needs and assess their progress. It requires interactions that encourage students to think in different ways, discussion and argumentation, and a specific environment that contributes to enhance collaborative work.
Published in Chapter:
Collaborative Design in School: Conflicts, Contradictions, Agreements, and Disagreements to Learn
Valérie Tartas (Université of Toulouse Jean Jaurès, France) and Marcelo Giglio (HEP Bejune, Switzerland & University of Neuchâtel, Switzerland)
Copyright: © 2016
|Pages: 19
DOI: 10.4018/978-1-4666-9634-1.ch020
Abstract
This chapter presents a literature review on collaboration to learn with some illustrations to design adequate collaborative settings to promote learning in the classroom. From a socio-cultural approach of education, the authors present the way teacher and students participate together in several discursive activities to elaborate a shared understanding of the topic or task under study. This chapter offers two collaborative designs: an argumentative tool-based collaboration in astronomy and a creative collaboration in music education. Some examples are proposed in order to identify different conflicts, contradictions, agreements and disagreements between students to solve a problem, complete a task or create a product in collaboration.