The emerging concept of generative dialogue is accompanied by strong claims for its benefit. A literature review identified six dominant models of generative dialogue across the range of disciplines of education, business studies, counselling and psychology. Through the analysis, commonalities and differences between the different models are identified, with an ultimate goal of providing an overarching description of those crucial attributes that make generative dialogue and its implementation beneficial as a management tool in education.
Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers. The framework in practice should act to enable teachers and students to develop new understandings and perspectives about each other and the nature of teaching and learning, as well as ways to implement new practices of teaching and learning supported by reflective modes of active participation.
This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.
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