• 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.
  
  

Help students become aware of different ways of engaging in dialogue (conversation, discussion, narration, deliberation, interview, debate).

Help students organize their ideas in these forms of dialogue.

Students should contribute to establishing the conditions that foster dialogue.

Organizing our Thinking

Plus Minus Interesting

Planning to Dialogue

Placemat 1- Group Discussion

Placemat 2- Group Discussion

  Placemat 3- Group Discussion

Dialogue Group Evaluation

Thinking about Dialogue

• Examines his/her perceptions, attitudes, feelings, ideas or values
• Establishes the rules for engaging in dialogue.
• Expresses his/her point of view and pays attention to others' views.
• Accounts for different points of view , including his/her own .
• Asks for clarifications.
  
• Explores how to overcome obstacles to dialogue.
  

Help students use different means to develop a point of view. (description, comparison, synthesis, explanation, justification).

Students use appropriate resources and vocabulary to develop a relevant and coherent point of view.

Our Research Roles (2 members)

Our Research Roles (3 members)

Our Research Roles (4 members)

Different perspectives

Organizing our Thinking

Thinking about Dialogue

How’s it going?

Dialogue Group Evaluation

  Placemat 1- Group Discussion

Placemat 2- Group Discussion

  Placemat 3- Group Discussion

• Uses his/her resources and available information about the subject of dialogue.
• Fleshes out a point of view.
• Anticipates objections and necessary clarifications .
• Validates his/her point of view .
• Reflects on his/her process.

Students become aware that there are different ways of examining judgments that form a point of view.

Students question ideas and reasons to recognize judgments (preference, prescription, reality, value).

Reflection on Types of Information

Conducting a single-question survey

Conducting an open-ended question survey

Developing a Point of View

• 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

Dialogue – Group Evaluation

How’s it Going?

Plus / Minus / Interesting

Thinking about Dialogue