For Educators

Why a Dialogic Classroom?

A Dialogic Classroom framework fosters curiosity, respect, and trust by developing
students’ skills of constructive engagement and healthy communication across
differences of values and perspectives. In a Dialogic Classroom, students understand
themselves and the different perspectives around them more deeply. They connect the
course content to their experiences and values, which encourages nuanced thinking and
curiosity. The framework builds social-emotional skills, improves inclusion and
belonging, and prepares students to lead in a complex society.

Purpose of this exercise

The purpose of this exercise is to help students understand different modes of engaging
across differences—debate, discussion, and dialogue. They're invited to reflect on their
own behaviors and choices, then break out into small groups to share what they noticed
about the different modes and their own experiences of each.

Theory of change
Cultures of communication get stuck in patterns that are hard to break. However, if you
can shift how people communicate, you can change how they relate, which changes
what is possible for them to discuss, learn, and explore in a classroom or school. Over
time, the purposes and habits of a Dialogic Classroom become the new norm.

Key outcomes of a Dialogic Classroom

● Improves student learning outcomes
● Fosters curiosity about the course content
● Opens students up to different or conflicting ideas
● Helps students refine their own views and values
● Encourages more students to participate in class
● Builds new peer relationships across differences
● Bolsters student self-confidence and sense of belonging

Key elements of a Dialogic Classroom

● Preparation for the class discussion
● Reflection on one’s own perspective and those of others
● Shared purposes & agreements that guide the conversation
● Questions that elicit fresh stories, values, and complexities
● Structured exchanges that interrupt or prevent old patterns and enhance
thoughtful speaking and listening
● Opportunity to explore genuine interest in the other

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For Educators

Debate, Discussion, Dialogue

Used to teach: Sounds like: Looks like: What to remember

Critical thinking and Does your generation Essay writing Invites binary, opposing
analysis experience more Open responses on or pro/con views
Crafting logical anxiety than other standardized testing Emphasis on facts
arguments and generations?
Student government Can create competitive
defending a position Should college athletes elections and decision atmosphere
Academic and get paid? making Traditionally relies on
persuasive writing Is a wood frog alive or A small group of verbal learning skills
Evidential reasoning not alive when it is students in front of a Typically doesn’t invite
(evidence based cryogenically frozen? larger audience group participation
reasoning) Why?

Higher order thinking, What do the characters Small group work Attention is often
problem solving from these two books Large group focused on the
Consensus building, have in common? discussions with a teacher/facilitator as
finding common How might the election teacher or facilitator, the”hub of the wheel”
ground results impact the who takes the role of A few voices can
Exchanging information economy? asking questions and dominate the airspace
and exploring ideas What suggestions do driving the Stronger possibility for
you have for the school conversation. peer influence or
Weighing multiple
ideas/perspectives, committee on how to (e.g. “Does anyone inclusion/exclusion
pros/cons, in a decision address this issue? have anything to add? dynamics when outside
making process Or a different idea?”) an academic setting

How course content Share an experience
relates to a student’s that would help others
experiences, values & understand why you
beliefs about the world feel the way you do
Self-Awareness: about this issue?
recognizing one’s own What tools do you use
perspective and values, to help yourself in
and what experiences moments when you feel
influenced that view like you “don’t belong”?
Social-Awareness: Where did you learn to
understanding and do that, or from whom
developing empathy for did you learn that way
others’ perspectives of reacting to help deal
with this feeling?
Relationship skills:
forming positive When you think about
relationships across the proper role of
differences firearms in
communities, what is at
Self-management and
the heart of the matter
emotional regulation
for you? What do you
most care about?
Small groups of 4-6 Invites subjective
students thinking rather than
Often facilitated, facts or objectivity
sometimes self Can be used before,
facilitated during, & after content
Uses communication delivery to promote
agreements and a deeper engagement
clearly stated, carefully Support consensus
framed purpose building or problem
solving activities,
Structured to promote
however, by itself,
equity of speaking and
not a good vehicle
listening
for content delivery,
Questions that invite
consensus building
self-reflection,
or problem solving
complexity and do not
Teachers need to
have a “right” or
consider student
pre-determined answer
agency & discuss levels
of confidentiality with
students as a groups

Copyright © 2023 Essential Partners · PO Box 400175 · Cambridge, MA 02140 · 617-923-1216 · whatisessential.org
For Students

Debate, Discussion, Dialogue

Formats for conversations across differences have different purposes, structures, tools and
norms. Here are some differences between three common forms.

DEBATE DISCUSSION DIALOGUE

Succeed or win with the best Present ideas Broaden our own
idea perspective and ideas

Present the best argument Seek answers and solutions Find shared meaning
for your side

Defend your argument Find agreement, sometimes Find places of connection

by persuading others

Focus on binaries Share information, discuss Bring out areas of

(‘right/wrong’ ‘good/bad’) pros and cons ambivalence, ambiguity and
complexity

Advocate for one Solve our own and others’ Allow for and invite
perspective or opinion problems differences of opinion and
experience

Prove answers Find answers Discover collective meaning

Highlight the strengths in Find consensus; achieve Challenge our own and
your viewpoint and the preset goals others preconceived notions
weaknesses in the other

Focus on the validity of an Avoid strong negative Validate other’s experiences

argument w/out feelings feelings and feelings

Focus on difference Avoid areas of strong Articulate areas of conflict

between viewpoints as an conflict and difference and difference
advantage

Relationships are not the Retain relationships Build relationships

focus

Use silence to gain Avoid uncomfortable silence Honor silence

advantage

Copyright © 2023 Essential Partners · PO Box 400175 · Cambridge, MA 02140 · 617-923-1216 · whatisessential.org
For Students

Debate, Discussion, Dialogue: An Exercise

Imagine that it was decided that a conversation needed to be had in your school community
about sports equity—that is, equal access and support for all sports—as part of a movement to
change the current school’s policies. Whether you are involved in sports or not, each student has
been asked to contribute their perspectives to the conversation.

Spend some time making notes about your perspective using the following three prompts.
Each prompt will invite you to engage the issue as a debate, a discussion, or a dialogue.
Then you’ll go into small groups to share what it felt like to engage in each of the three modes.

1. Debate
Choose to argue either for or against the following statement.
Make notes on your argument in the space below.

Equality in school sports should be tied to how much money is dedicated in the school
budget for each sport (e.g. all sports teams should get equal amounts of money).

2. Discussion
Brainstorm your ideas for the following statement in the space below.

How can our school make sports more equitable for everyone?

Copyright © 2023 Essential Partners · PO Box 400175 · Cambridge, MA 02140 · 617-923-1216 · whatisessential.org
3. Dialogue
Reflect on the following prompts. Make some notes on what you might share from your
reflections below.

1. Think of an experience that would help others understand the impact of this
school’s current school policies on sports on you and your perspectives about it.

2. What would you want decision makers to know about what is important to you, as
they consider making changes to the school’s policies on sports?

4. In Small Groups
Talk together about this experience. Don’t share the details of what you wrote.
Instead, talk about what it felt like writing responses to each prompt.

1. What did you notice?

After sharing your initial impressions, discuss together:

2. What might the strengths be of inviting each style of conversation?

3. What might be the drawbacks of each particular approach in a conversation on

this topic?

4. When could you imagine each style of conversation being useful?

Copyright © 2023 Essential Partners · PO Box 400175 · Cambridge, MA 02140 · 617-923-1216 · whatisessential.org