Abstract
We discuss a teaching approach that we believe promotes deep learning and diminishes the powerful voice of the teacher, thereby allowing students and the teacher to reason actively and inquire together in the classroom. This teaching approach is based on an integration of the concepts of dialogue and of mediation and utilizes learning tasks to structure dialogue with students during classroom meetings and outside the classroom, when students work independently. Students' experiences of this approach within the two courses reported on in the article were generally positive.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Angelo, T.A., & Cross, K. P. (1994). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
Bean, J.C. (1996). Engaging ideas. The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Burbules, N.C. (1993). Dialogue in teaching. Theory and practice. New York: Teachers College Press.
Candy, P.C. (1991). Self-direction for lifelong learning. A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23,(7): 5–12.
Elsasser, N., & Irvine, P. (1992). Literacy as commodity: Redistributing the goods. Journal of Education, 174,(3), 26–40.
Fosnot, C.T. (1989). Enquiring teachers, enquiring learners. New York: Teachers College Press.
Gravett, S., & Henning, E. (1998). Teaching as dialogic mediation: A learning centred view of higher education. South African Journal of Higher Education, 12,(2), 60–68.
Gravett, S., & Vella, J. (1999). Learning facilitation for adults. Study guide. Johannesburg: RAU Centre for Distance Education.
Leamnson, R. (1999). Thinking about teaching and learning. Developing habits of learning with first year college and university students. Sterling, VA: Stylus.
Merriam, S.B. (1998). Qualitative research and case study applications in education. Revised and expanded from case study research in education. San Francisco: Jossey Bass.
Meyers, C., & Jones, T. 1993. Promoting active learning. Strategies for the college teacher. San Francisco: Jossey-Bass.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching. The experience in higher education. Buckingham: SRHE and Open University Press.
Shor, I. (1992). Empowering education. Critical teaching for social change. Chicago: The University of Chicago Press.
Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: The University of Chicago Press.
Shor, I. & Freire, P.A. (1987). What is the “dialogical method” of teaching? Journal of Education, 168,(3), 11–31.
Vella, J. (1994). Learning to listen, learning to teach. The power of dialogue in educating adults. San-Francisco: Jossey-Bass.
Vella, J. (2000). Taking learning to task. Creative strategies for teaching adults. San-Francisco: Jossey-Bass.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Gravett, S., Petersen, N. Structuring Dialogue with Students via Learning Tasks. Innovative Higher Education 26, 281–291 (2002). https://doi.org/10.1023/A:1015833114292
Issue Date:
DOI: https://doi.org/10.1023/A:1015833114292