The fundamentals of educational dialogue: Post-course survey
Thank you for participating in this course! This questionnaire has two parts: Part 1 is the same self-audit that you filled out prior to beginning the course to help you to track any changes in your practice. You can request a copy of your responses be emailed to you at the end of this survey. Part 2 of the questionnaire asks questions regarding your experience in the course. Your responses and insights will be used to inform the future design of the course as well as for the two research studies that this course was designed for. See the 'About the course' page on the course website for further information: https://mbrugha.github.io/fundamentals-of-ed-dialogue/about/
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Self-audit
This is the same self-audit you were asked to complete as part of the course registration form, developed by Gröschner et al. (2021). The self-audit is split into three important domains of dialogic teaching: creating an openness for dialogue (Domain A), inviting students' contributions (Domain B) and fostering dialogic participation (Domain C).

Ref: Gröschner, A., Hennessy, S., Kershner, R., Dehne, M., and E. Calcagni. 2021. Dialogic Teaching Questionnaires. Jena/Cambridge.
Domain A: Openness for dialogue
In my teaching, I...
(1) Completely disagree
(2) Mostly disagree
(3) Slightly disagree
(4) Slightly agree
(5) Mostly agree
(6) Completely agree
build purposeful conversations as part of my lessons through my lesson planning.
offer time for questions so that students can understand the learning objective(s).
allow enough time for students to contribute at length.
pose open questions and wait for students to respond.
listen appreciatively to students and respond in a constructive way, including giving formative feedback.
Clear selection
Domain B: Inviting Student's Contributions
In my teaching, I...
(1) Completely disagree
(2) Mostly disagree
(3) Slightly disagree
(4) Slightly agree
(5) Mostly agree
(6) Completely agree
invite students to share their ideas, views, thoughts, interests or feelings.
invite students to elaborate and build on their own and others’ ideas.
invite students to justify their ideas and opinions explicitly including giving extended explanations, offering arguments, counter-arguments and/or evidence.
invite students to respectfully challenge, question and critically evaluate each other’s ideas.
invite learners to make connections within and external to the dialogue.
invite learners to widen the dialogue by offering different perspectives.
invite learners to deepen the dialogue by questioning or developing any assumptions that underpin the dialogue.
Clear selection
Domain C: Dialogic Participation
In my teaching, I...
(1) Completely disagree
(2) Mostly disagree
(3) Slightly disagree
(4) Slightly agree
(5) Mostly agree
(6) Completely agree
emphasise the importance of purposeful dialogue for my students’ learning (e.g. by commenting on how students can collaboratively solve a problem by talking productively, or through reflection about the dialogue at the end of a lesson).
demonstrate openness to change my mind when students bring in new ideas or arguments.
create an atmosphere of trust, so students feel comfortable enough to take risks or try something new.
engage students in both jointly creating and using ground rules for talk.
include productive dialogue across the different phases of the lesson.
develop dialogue cumulatively over time (between lessons).
invite students to reflect on the quality and success of the dialogue.
invite students to show they are listening carefully to others’ contributions.
explicitly encourage students to ask their own questions.
Clear selection
Describe how your understanding of educational dialogue has changed through this course.
Describe how your classroom practice has changed through this course. You can describe dialogue related changes but also wider changes.
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