| الملخص: | <p>This paper explores how to incorporate effective pair-based work in the secondary classroom in relation to dialogic learning. Dialogic learning has been researched in small groups and in primary schools but there is little research on how to embed it in pairs, in secondary schools. This intervention focuses on two year 8 classes over one term, or two units of teaching, and investigates whether pairs can develop exploratory talk that leads to dialogic learning. Methodologically, it combines oral lesson recordings, a pre- and post-intervention questionnaire looking at students’ perspectives on talk and learning in general, and field notes from teacher observations. The findings show that student confidence levels have improved over the course of the intervention, and students are able to improve their discourse skills in pairs in the classroom. It also demonstrates the time it takes to embed dialogic learning and the reflection required to transfer discussion skills used from one unit to the next.</p>
<p>Pair-based learning can be an effective form of dialogic learning, but time is required to develop the skills needed and active teaching of discussion, turn-taking, handling of errors and questioning are important elements of developing this practice. This research supports the use of dialogic learning in the classroom as a vital element for learning long-term and for transferring skills beyond the classroom. This paper offers transcripts of student discussions at multiple points throughout the intervention, and insights into students’ thoughts about talk and pair-based work in the classroom, along with teacher observations on how the resources used were effective in creating a dialogic classroom.</p>
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