"An essential addition...Wegerif zooms in on the most important ingredient of all in a learning-to-learn classroom culture - the kinds of talk that are allowed and encouraged - and brings together both scholarly and practical approaches in a highly fruitful and accessible way." Guy Claxton, author of Building Learning Power, What's the Point of School? and New Kinds of Smart
 'This is a thought-provoking and readable book, which makes a very good case for the importance of teaching thinking skills and encouraging creativity through dialogue.' Professor Neil Mercer, University of Cambridge, UK, author of Words and Minds and Dialogue and Development
 There is growing interest in developing flexible thinking and learning skills in the primary classroom but there has been little agreement as to exactly what these skills are and how best to teach for them.
 This innovative book responds to that challenge with a coherent account of what thinking and creativity are and how they can be taught. Taking a 'dialogic' approach, it shows how engaging children in real dialogue is possible in every area of the curriculum and how this can lead to more reflective, considerate and creative children who are able to think for themselves and to learn creatively.
 Wegerif explores the success of approaches such as Philosophy for Children, Thinking Together, Dialogic Teaching and Building Learning Power. Using illustrations and activities, he explains how teaching and learning across the primary curriculum can be transformed. 
 This book is important reading for all primary teachers and trainees who are looking for practical ideas for teaching thinking. It will also be valuable for anyone who wants to understand education and think more about what is most important in education.

Mind Expanding: Teaching for Thinking and Creativity in Primary Education

Education & Teaching

Wegerif, Rupert

Schools & Teaching

Open University Press

Teaching for Thinking and Creativity

Dialogic Education and Technology (Lecture Notes in Mathematics)

Science & Math

Mathematics

Springer

Thinking and Learning with Ict: Raising Achievement in Primary Classrooms

Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on: * raising pupil achievement in the core subject areas* developing collaborative learning in small groups* using group discussions as a way of improving general communication, as well as thinking and reasoning skills. The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers.  Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.

Thinking and Learning with ICT: Raising Achievement in Primary Classrooms

Computers & Technology

Dawes, Lyn

Software

Routledge

Dialogic: Education for the Internet Age: Education for the Internet Age

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple.  This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include:   dialogical learning and cognition   dialogical learning and emotional intelligence   educational technology, dialogic ‘spaces’ and consciousness   global dialogue and global citizenship   dialogic theories of science and maths education  The challenge identified in Wegerif’s text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.

The Theory of Educational Technology

Major, Louis

Theory of Teaching Thinking: International Perspectives (Research on Teaching Thinking and Creativity)

Across the world education for 'thinking’ is seen as the key to thriving in an increasingly complex, globalised, technological world. The OECD suggests that teaching thinking is key to growing a more successful economy; others claim it is needed for increased democratic engagement and well-being. Theory of Teaching Thinking discusses what is meant by ‘thinking’ in the context of teaching and takes a global perspective incorporating contributions from neurocognitive, technological, Confucian, philosophical, and dialogical viewpoints. Questions explored throughout this edited volume include: <ul>
<li>what is thinking? </li> <li>how can thinking be taught?</li> <li>what does ‘better thinking’ mean, and how can we know it if we see it? </li> <li>what is the impact on wider society when thinking is taught in the classroom? </li> </ul> Extensively researched and at the cutting edge of this field, this book provides the context for teaching thinking that researchers, teachers, and policy-makers need. As the first book in a brand new series, Research on Teaching Thinking and Creativity, it is a much-needed introduction and guide to this critical subject.

Theory of Teaching Thinking (Research on Teaching Thinking and Creativity)

Reference

Etiquette

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. 
The handbook is divided into seven sections, covering: <ul>
<li>The theory of Dialogic Education</li> <li>Classroom dialogue</li> <li>Dialogue, teachers and professional development</li> <li>Dialogic Education for literacy and language</li> <li>Dialogic Education and digital technology</li> <li>Dialogic Education in science and mathematics</li> <li>Dialogic Education for transformative purposes</li>
</ul>
Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

The Routledge International Handbook of Research on Dialogic Education (Routledge International Handbooks of Education)

Mercer, Neil

Behavioral Sciences

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