Dialogue is one of the best vehicles for learning how to think, how to be reasonable, how to make moral decisions and how to understand another person's point of view. It is supremely flexible, instructional, collaborative, and rigorous. At its very best, dialogue is one of the best ways for participants to learn good habits of thinking. There is also substantial evidence that teachers currently talk too much in classes, often only waiting .8 seconds after asking a question before jumping in with the answer if a student doesn't quickly volunteer. This book guides teachers through the different types of dialogue and how they can be used to enhance students' learning.

Teachers will find: • How to build in more "wait time" for better quality thinking and questioning from students • How to use dialogue to teach reasoning, collaboration, and good habits of thinking • The three types of dialogue and how to teach the most effective dialogue: explorative • Dozens of practical strategies for explorative dialogue • Global examples of fun ways to teach dialogue.

If done incorrectly, feedback has minimal effect or even a negative effect. In this book, the authors show how to avoid the common mistakes teachers make in giving feedback. The authors argue that effective feedback answers these three questions: What am I trying to achieve? How much progress have I made so far? And what should I do next?

Using classroom discussions to teach good habits of thinking Classroom discussion has a major effect on student learning. In fact, dialogue is one of the best vehicles for learning how to think, make moral decisions, and understand another person’s point of view. Research also indicates that most teachers talk too much in the classroom and don’t wait long enough for students to respond. How do we improve the quality of classroom discussion? Challenging Learning Through Dialogue transforms the most up-to-date research into practical strategies that work. Readers will learn How to build in more "wait-time" for better quality thinking and questioning from students How to use dialogue to teach reasoning, collaboration, and good habits of thinking The three types of dialogue and how to teach the most effective version: exploratory talk Dozens of practical strategies for exploratory dialogue Global examples of fun ways to teach dialogue An innovative new instructional strategy called Classroom Mysteries Written by an internationally known team of educational innovators, this book is for all educators who aim to use effective classroom dialogue to engage students in learning. "This valuable book is a must for teachers and families who wish to have their children learn to think and communicate with greater precision and clarity." Arthur L. Costa, Ed. D., Professor Emeritus California State University Sacramento and Co-Director, International Institute for Habits of Mind "James Nottingham’s work on Challenging Learning is a critical element of creating Visible Learners. This new series will help teachers hone the necessary pedagogical skills of dialogue, feedback, questioning, and mindset." John Hattie, Professor & Director, Melbourne Education Research Institute University of Melbourne

Educational practice today often fails to make the crucial distinction between learning as an accumulation of information and learning as a dialogical interaction that elicits one’s personal response to the material. Learning Through Dialogue offers an alternative approach to teaching and learning, which utilizes Martin Buber’s dialogical principles: turning toward, addressing affirmatively, listening attentively, and responding responsibly. The book first presents Buber’s educational theory and method and second presents specific examples of how Buber’s dialogical philosophy can be applied in the classroom. Rather than imposing one’s own views, this approach enables teachers and students to develop course content in uniquely appropriate ways. If you are a teacher, a student, an educator at any level, or anyone interested in furthering his or her ability to engage more meaningfully with the educational process, this book will challenge you with fresh perspectives.

What are the key questions highlighted in religious and spiritual education today? Many global processes such as migration, pluralism and the redefinition of citizenship challenge the traditional notions of borders concerning cultures, states and nationalities, ethnicities and even religions. Consequently, in societies today, the distinction in religions or identities between global and local or inside and outside no longer functions well. As the many borders in our world are becoming again more transparent and cultures blended, there is an increasing and constant need to re-examine the conceptions and theories concerning religion, dialogue and education. This volume brings together 14 new international studies based on selected presentations from the 14th Nordic Conference on Religious Education. The topics of the articles include studies on religion, dialogue and education in different contexts ranging from policy studies and higher education to home education, and research on education about religions to confessional education. The volume serves the interests of researchers, policymakers, practitioners and students of religious and spiritual education.

This book offers a collection of Rinaldi's most important articles, lectures and interviews between 1994 to the present day, organized around a number of themes and with a full introduction contextualizing each piece of work.