The Characteristics of a Good Professional Dialogue

The following summary is Item #7 in Issue 583 of The Marshall Memo, a wonderful resource for all educators (marshallmemo.com)

The Characteristics of a Good Professional Dialogue

(Originally titled “The Art of Dialogue”)

            In this Educational Leadership article, Oscar Graybill (Socratic Seminars International)

and Lois Brown Easton (author/consultant/coach) describe four types of interaction, each of which has its place:

-   Conversations – convivial, casual, friendly talk about personal and social matters;

-   Discussions – there’s a purpose, often to make a decision; people may choose sides;

-   Debate – a structured form of discussion in which the format dictates taking sides;

-   Dialogue – people inquiring into ideas and building their understanding of an issue without pressure to choose a side, be “right,” or make a decision.

“When members of a group are just trying to understand an issue, they may find that dialogue is all they need,” say Graybill and Easton. “Dialogue doesn’t just happen naturally; educators must consciously learn and practice it.” Here are their guidelines for a group engaging in a productive dialogue:

-   Group members speak for themselves, not trying to represent others’ views.

-   Members avoid making grand pronouncements, instead connecting what they know and believe to their experiences, influences in their lives, and particular sources of information.

-   Members refrain from characterizing others’ views in a critical spirit, keeping in mind that the goal is to understand, not persuade.

-   Members listen with resilience, “hanging in” when they hear something that’s hard to hear.

-   Members don’t stay confused; they ask for clarification when it’s needed.

-   Members don’t raise their hands; they take turns speaking and listen to what others are saying.

-   Members share airtime and refrain from interrupting others.

-   Members can “pass” or “pass for now” without needing to justify themselves.

-   Members discuss ideas rather than one another’s opinions.

-   Members talk with one another, not just the leader.

-   Members respect confidentiality.

“The Art of Dialogue” by Oscar Graybill and Lois Brown Easton in Educational Leadership, April 2015 (Vol. 72, #7, online only), http://bit.ly/1yLMzZp; Graybill can be reached at Oscar@socraticseminars.com, Easton at leastoners@aol.com.

Meeting Students' Needs through Scaffolding

This two-pager from the engage NY website is an excellent overview of scaffolding strategies.
Meeting Students' Needs through Scaffolding: 

• explains how scaffolding and differentiation are similar and different;
• explains the difference between "front-end" scaffolding and "back-end" scaffolding;
• provides examples of both front-end and back-end scaffolding in the context of helping students read complex text;
• offers examples that can be used across disciplines and grade levels.

What's the Story? A Dynamic Learning Experience for Vermont Secondary Students

Check out What's the Story? an AMAZING opportunity for Vermont secondary students, sponsored by Middlebury College, Middlebury College's Breadloaf School of English, and the Vermont-Breadloaf Teacher Network.  And while you're there, scroll down and click on "Tracking My Learning" to find some terrific, comprehensive rubrics that focus on Self-Direction, Clear and Effective Communication, and informed and Integrative Thinking.

If you know a high school student who would be interested in this unique opportunity, nudge her/him to apply!