Want to keep learning?

This content is taken from the National STEM Learning Centre's online course, Assessment for Learning in STEM Teaching. Join the course to learn more.

Skip to 0 minutes and 4 seconds Intentional dialogue is at the heart of Assessment for Learning. This is where you develop challenging questions that are based on either misconceptions or areas of ambiguity in science. But it is through these questions that you prompt thinking. And this leads to active discussion that provides a way of drawing out the evidence from your learners. So we’d encourage you to write questions in your lesson plan, because we know how difficult it is to try and formulate the wording in the busy run of the classroom.

Skip to 0 minutes and 40 seconds Another part of this is considering those possible reactions to the questions and also to think about, well, what might happen? What might they say? Because it’s the unusual ones that sometimes help you get to the heart of the misunderstanding. You need to plan how to use the evidence subsequently, because it’s through the careful use of this evidence and deciding on next steps that formative action occurs. And it’s this that will drive learning.

What is intentional dialogue?

In this video Chris Harrison defines intentional dialogue and its benefits to science learning and teaching.

In particular, Chris:

  • considers how intentional dialogue can elicit evidence from learners;
  • focuses on the need for questions teachers ask to be planned.

Share this video:

This video is from the free online course:

Assessment for Learning in STEM Teaching

National STEM Learning Centre

Get a taste of this course

Find out what this course is like by previewing some of the course steps before you join: