An Interdisciplinary Dialog About Teaching and Learning Dialogically
Abstract Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online instruction, both of which often foster an impersonal...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Thompson, Carol [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media New York 2014 |
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| Übergeordnetes Werk: |
Enthalten in: Innovative higher education - Springer Netherlands, 1983, 40(2014), 2 vom: 30. Juli, Seite 173-185 |
|---|---|
| Übergeordnetes Werk: |
volume:40 ; year:2014 ; number:2 ; day:30 ; month:07 ; pages:173-185 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10755-014-9303-6 |
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OLC2066730114 |
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| 520 | |a Abstract Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online instruction, both of which often foster an impersonal atmosphere, it seemed that dialogic instruction might significantly counter what we believe to be a distressing trend. We, the instructors, worked to create a positive social world in the classroom (guided by the theory of the Coordinated Management of Meaning) and to foster deep learning. We also endeavored to apply some of the principles Paulo Freire advanced in Pedagogy of the Oppressed. Outcomes were better than expected. Students moved deeply into the assigned readings. Both speaking and writing improved markedly and in relationship with each other. We share our explanation of this work concerning dialogical pedagogy in writing that is itself dialogical. | ||
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Abstract Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online instruction, both of which often foster an impersonal atmosphere, it seemed that dialogic instruction might significantly counter what we believe to be a distressing trend. We, the instructors, worked to create a positive social world in the classroom (guided by the theory of the Coordinated Management of Meaning) and to foster deep learning. We also endeavored to apply some of the principles Paulo Freire advanced in Pedagogy of the Oppressed. Outcomes were better than expected. Students moved deeply into the assigned readings. Both speaking and writing improved markedly and in relationship with each other. We share our explanation of this work concerning dialogical pedagogy in writing that is itself dialogical. © Springer Science+Business Media New York 2014 |
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Abstract Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online instruction, both of which often foster an impersonal atmosphere, it seemed that dialogic instruction might significantly counter what we believe to be a distressing trend. We, the instructors, worked to create a positive social world in the classroom (guided by the theory of the Coordinated Management of Meaning) and to foster deep learning. We also endeavored to apply some of the principles Paulo Freire advanced in Pedagogy of the Oppressed. Outcomes were better than expected. Students moved deeply into the assigned readings. Both speaking and writing improved markedly and in relationship with each other. We share our explanation of this work concerning dialogical pedagogy in writing that is itself dialogical. © Springer Science+Business Media New York 2014 |
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