D201 Educational Dialogue for Preschool

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This course is designed to support dialogic teaching in preschool in a manner that is inclusive of all learners and supports their equitable participation. 

Sections

Hours 

Videos

Activities

Who is D201 for?

This course is for all preschool teachers – current and future! Whether you're a seasoned teacher looking for professional development, or just beginning your practice, D201 will deepen your understanding of dialogue and offer strategies and perspectives you can integrate into the classroom.

Included in this Course

  • What is educational dialogue for preschool?

    Discover how educational dialogue goes beyond everyday classroom talk. Learn to harness preschoolers’ excitement and use language as a powerful tool to guide children's thinking and learning.

  • What are the T-SEDA and the Think-Talk Toolbox? 

    Learn about the T-SEDA toolkit for classroom inquiry into dialogue and the Think-Talk-Toolbox-PK to foster preschool participation and learning. Conduct your own inquiry into practice, build up a report as you go along using the reflective prompts and writing template, and publish it in the Camtree Digital Library.

  • Next Steps

    Develop your own action plan for classroom inquiry, as you refine your focus and reflect on ways to develop a dialogic teaching mindset.
I definitely feel like the modules influenced the way I observed and interpreted interactions in the classroom. I feel that because I was able to identify specific dialogical tools while observing, I was more attentive myself. Previously during observations I don't recall myself being as "tuned in" to what really was being said.
— Mary
The modules influenced the way I observed classroom interactions because I was very focused on how the teacher would respond to the students when they asked questions or if they answered a question and it was wrong.
— Gianna
By reading new methods and theories that I was unaware of prior to taking this class, certain actions of language stood out to me during my observations. . . I [became] so much more observant of what the teacher was saying, doing, and even their body language and tone of voice
— Beth