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Using dialogic diaries to develop student understanding and trainee practice
Nicola WalsheUniversity of Cambridge
Exploring and developing children’s understandings of sustainable development with dialogic diaries•The study
▫25 year 10 students undertaking Edexcel B GCSE
▫11-16 Village College in Cambridgeshire
•Methods▫Dialogic diaries▫Interviews
Exploring and developing children’s understandings of sustainable development with dialogic diaries
•Data analysis▫Analysis of dialogue (after Daniel et al.,
2005)
▫Analysis of general levels of understanding (using revision of Bloom)
▫Analysis of understandings of sustainability
Results
• The metacommunicative dimension
(developing the dialogue)
• The ideational dimension (developing
students’ understanding of the substantive
topic, sustainable development)
• The interpersonal dimension (developing
relationships within the classroom)
“It’s like a sort of a personal connection between the pupil and the teacher ... you can recap what's going on in the lesson and see things from different perspectives. Having that connection with a teacher ... actually gets me more involved with school in general.” Tyler
Issues
•Time▫For students to write the diaries?▫For me to respond?▫For the diary-writing process to continue?
•Writing▫Writing vs drawing▫Blogosphere?
•The ethics of ‘diary-writing’▫Ideological process (pupils need to be
convinced of teacher/researcher’s motives▫Political process (questions orthodox ‘teacher-
pupil’ roles)
Stage 1: Reflection after Faculty Session
Stage 2: Pair Blog Responses
Stage 3: School-based activity
Stage 4: Reflection on School-based activity
Stage 5: Pair Blog Responses
Working with trainees (1):Online Blogs on Sustainability
Reflection(s) before Faculty session
Greater number of school-based activities (at a range of scales)
Increased response by me
Working with trainees (2):Dialogic diaries as a research method for trainees
•PGCE trainee: used dialogic diaries to explore student learning for assignment.
•MEd student: using dialogic diaries to track Year 9 students' understanding of distant place (China).