This post is inspired by the book The Best-Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning, Grow Fluent Writers . . . K-12 (Corwin Literacy) by Harvey “Smokey” Daniels and Elaine Daniels
Learning and Shifting
Over the last year, every educator on the planet has learned a great deal about themselves, their students, and new ways to teach and implement instructional practices. During a global pandemic, they have graciously rolled up their sleeves, taken risks, and have connected with learners in innovative and meaningful ways. They have mined a variety of digital learning management systems, discovered new technological tools to elevate instruction, and have truly “showed up” for their students, colleagues, families, and communities! As the world shifts back to some sense of normalcy, educators across the country and beyond are beginning to reconnect with learners as they acclimate to the physical spaces they have always called home.
Challenges are Opportunities
During the most challenging times, educators have also found creative ways to rally learners, structure meaningful conversations, leverage intentional dialogue, and create a sense of psychological safety in their virtual and physical learning spaces. As educators and learners transition back to traditional learning environments, more than ever, it is recognized how the impact of human interaction can influence connection and elevate the social, emotional, and academic growth of students. Educators will continuously look for ways to create purposeful learning opportunities that strengthen relationships, cultivate connection, and manifest greatness within every learner they encounter. Life’s unexpected challenges are windows of opportunities waiting to be explored. That being said, “How can educators foster meaningful communication, reconnect with learners and create spaces where students experience deep, meaningful learning?” For me, dialogue journals have been a powerful way to tap into my students’ hearts, learn more about their passions and interests and monitor their learning in purposeful, intentional ways.
What Are Dialogue Journals?
Dialogue Journals are low stakes written conversations between two or more people. It is an authentic way to get every learner ‘talking’ regardless of their introverted or extroverted personality types. This experience holds all learners accountable to connect with peers and teachers, promote thinking and discussion about various content and topics. Additionally, learners build writing fluency and stamina by informally writing in note form more often about many topics with a partner or group. This practice supports the development of relationships and builds stronger connections between teachers and peers. Teachers can utilize literature, informational text, video, podcasts, illustrations, photographs, science phenomena and/or free writing prompts to get learners to actively participate in this process. Learners will start with a question, comment, and/or thought about the topic by including content knowledge and content-specific vocabulary. They will respond to one another and should keep the dialogue going. I call this fast and furious writing! This is when you write for a long period of time without stopping! Learners should not worry about grammar or spelling. They should be able to get all of their ideas out freely.
Benefits of Dialogue Journals
- Builds connection and relationships between teacher to students and student to student.
- Levels the playing field because all writers (teachers and students) are viewed as learners.
- Fosters circles of psychological safety and trust within the classroom community.
- Creates inclusive spaces where all learners voices and perspectives are heard in a written format.
- Develops writing fluency and stamina since students are writing for a longer period of time during the back and forth conversation style writing.
- Writers can respond to various print and digital content while they explore and show their knowledge about various content areas.
- Formative Assessment: Although it’s not suggested that teachers grade dialogue journal writing as this can prevent writers from writing fast and furiously and develop the confidence to get their ideas out, teachers can notice trends in writing and plan instructional moves to use at another time (whole class, small group, one-to-one).
- Teachers’ and other students’ writing becomes a mentor text for the students.
- Teachers use this opportunity to provide on demand feedback and personalized instruction (i.e. a student is capitalizing proper nouns, using punctuation at the end of a sentence, adding details).
What Supplies Do You Need?
- Notebook/Digital Document (Google Doc)
- Writing Prompts
- Teacher and Student Active Participation
How Can Writers Respond?
- Make a comment
- Ask a question
- Share a connection
- Agree and give reasons
- Disagree and give reasons
- Create illustrations/insert digital images
4 Ways to Spark Written Conversations with Dialogue Journals
Literature and Informational Text
Students can actively engage in reading, listening, and responding by utilizing a variety of diverse texts. Educators can use dialogue journals as an opportunity to read aloud or have the students independently read a plethora of novels, short stories, picture books, and articles that serve as launchpads for meaningful discussion. These written conversations about literature can evolve into talking more deeply about story elements such as character development, theme, setting, conflict, plot, and resolution. When writing about informational text, the conversations can develop around different topics in history or current events. Students may notice various text features and structures that help them make meaning of the text.
“A picture is worth a thousand words” is a common expression many of us are familiar with. Visual media allows learners to analyze the details in images, talk about them, make observations, inferences, and generate questions. These images tap into a range of historical information and allow learners to make comparisons with the present and describe historical changes. They can also take on the perspectives of people in the past and develop their own wonderings. This can lead to inquiry and researching various topics in history in groups or independently.
Short Video Clips
Video clips can be an engaging way to introduce new information, concepts, and often frame learning for students in a multi-model visual way. Videos are a great way to amplify and support understanding for all learners. Teachers will have to search video clips that are connected to students’ interests, pertinent themes, and topics that are relevant to the class. Video clips can be up to 7-10 minutes in length, but should not take too much time since the purpose of the clip is to inspire written conversation. Teachers can be selective as they want the video to make an impact and set the purpose for watching the video. Turn on closed captioning for learners too! This helps them access the digital content in a different way and invites them to read as they watch!
When embarking on this experience, it is important to ground choices in the Next Generation Science Standards (NGSS) because more than ever before, science education is central to our lives. Science literacy is critical to making sense of complex topics that affect our world. Science is at the heart of designing, innovating, and creating jobs for the future. Read here for more information on why Science Standards matter.
For a scientist, phenomena is an observable event (i.e. a fall/autumn day, slip/fall, organisms eating, seasonal patterns). By using phenomena, learners are motivated to use written conversation to explain a topic. The focus of learning shifts from learning about a topic to figuring out why or how something happens. The focus is not just on the phenomenon itself. It is the phenomenon plus the student-generated questions about the phenomenon that guides the written conversation.
Peeling Back the Layers
Dialogue journals give every student an opportunity to make meaningful contributions in safe spaces, share their voice, and develop an empathetic lens when learning about different perspectives within their classroom and school communities. One-to-one written conversations are invitations to peel back layers of the heart and mind; they uncover beautiful personal stories learners are awaiting to be acknowledged and shared.
EXAMPLES OF STUDENT DIALOGUE JOURNALS