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erc_comp3 Competency 3 - Engages in dialogue

Key Features
What does it look like in the classroom?    Graphic Organizers
Organizes his/her thinking
  • Identifies the subject of dialogue.
  • Makes connections between prior knowledge and new knowledge.
  • Distinguishes between what is essential and what is secondary in the different points of view expressed.
  • Takes stock of his/her reflections.

Learners can organize their ideas to examine their preferences, perceptions and feelings.

pdf Before & After

pdf Conducting an Interview

pdf Yes-No Questionnaire

pdf Reflecting On My Learning


Interacts with others
  • Expresses his/her preferences, feelings or ideas.
  • Participates in developing the rules for engaging in dialogue.
  • Expresses his/her point of view and listens to others' views.
  • Asks for clarifications.
  • Explores how to overcome obstacles to dialogue.
Students can listen to others’ point of view and compare it to their own.  in the context of narration, conversation, discussion, deliberation, and interview. pdf Big & Little Questions

pdf Conducting an Interview
Develops a point of view

  • Uses his/her resources and available information
  • Recognizes the existence of different ways of perceiving the subject of dialogue
  • Expresses his/her way of perceiving the subject of dialogue
  • Reflects on his/her process
 
Students can develop a point of view by questionning various other points of view while respecting the rules of dialogue.

pdf Research Plan-Part 1

pdf Research Plan-Part 2
    
Evaluation Criteria

  • Relevance of how students show they have organized their thinking.
  • Adequate use of related content involving interaction with others.
  • Presentation of a point of view developed using relevant elements.

pdf Reflecting On My Learning

pdf Reflecting on the ME in WE