Use generative dialogue within DBIR to guide collaboratively developed differentiation practices¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Generative dialogue is a tool the article recommends for guiding collaboratively developed practices within the DBIR approach. The article states it "can contribute to a teacher's ability to develop and successfully implement differentiation strategies for a diverse mathematics classroom". It draws on the Socratic tradition and instantiates as a complex interpersonal relationship facilitating trust, loyalty and mutual respect between professional educators, aiming to move beyond discussion or debate to reflective, generative discourse that builds organisational learning and shared frames of thinking.

Design Implications¶

Context¶

Requirements¶

• Quality and sustained discussion between teachers and school leaders on teaching and learning, which the article notes is in fact rare
• Distributed pedagogical leadership using dialogue to negotiate and generate new knowledge and understanding

Constraints¶

Target Learners¶

• secondary mathematics teachers and school leaders

Target Learning Goals¶

• developing and implementing differentiation strategies through collaborative professional learning

Affordances¶

• Dbir Approach Differentiated Instruction

Related Strategies¶

Examples¶

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Key Sources¶

• Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198