Dialogic Talk: Making Space for Student Thinking

In too many classrooms, talk is still dominated by the teacher. We ask the questions, students answer, and we evaluate—then move on. While efficient, this “IRE” (Initiate–Respond–Evaluate) pattern often leaves little room for genuine thinking or deep understanding. Dialogic talk offers a powerful alternative. It shifts the focus from reciting the right answer to exploring ideas, listening actively, and building knowledge together.

At its core, dialogic talk values students as thinkers. It’s about creating a classroom culture where students feel safe to wonder aloud, disagree respectfully, and refine their thinking in response to others. Instead of simply asking, “Who can tell me...?”, teachers using dialogic talk might ask, “What do you think? What makes you say that?” or “Can someone build on that idea?” This approach leads to richer learning. When students hear multiple perspectives, they begin to see learning as a collaborative, evolving process. Dialogic talk supports critical thinking, empathy, and deeper retention of content. 

Below is our third iteration of a Quality Learning Talk Continuum.  It is our attempt to demonstrate the shift in teacher practice and student talk towards learner-driven talk . 

What resonates with you as you look at this continuum?

So, what are the potential blockers or challenges of us moving along this continuum as learning designers who value dialogic talk?  Any of these sound likely?  Any of these within

your control?

• Rigid time pressures of a packed curriculum - Limits space for extended discussion and deep thinking.

• Classroom norms that silence some voices - If some students dominate or others feel unsafe, dialogic talk cannot be equitable.

• A classroom culture of ‘answer-getting’ - When students are trained to seek approval or the ‘correct’ answer, they avoid exploring ideas.

• Peer pressure and social dynamics - Fear of being laughed at or “looking too smart” can stop students from contributing.

• Unclear purpose for talk - Students may not see why discussion matters if tasks focus only on right answers or marks.

• Anything else?

  
  

These blockers or challenges often stem from habits, structures, or beliefs that can be shifted with intention and practice. Dialogic talk doesn't just happen. It may require us to start, stop or change our practice.

So, how might you shift towards more dialogic talk in your classes?

As you look at the ideas below, look back at the dots points above of potential blockers and challenges.  How might each idea work towards removing or reducing the blocker or challenge?

Idea 1: Teach students how to talk

Some of our previous Micro Moves elaborate further on how you might do this. 

At the heart of these posts is explicit teaching and deliberate planning.

Teach the skills of respectful disagreement, paraphrasing, and asking questions. Use sentence starters like:

• “I’d like to build on that idea…”

• “What I hear you saying is…”

• “Can you clarify what you meant by…?”

Idea 2: Use talk strategies and routines that promote participation

Use talk strategies and routines like those listed below purposefully by matching them to your learning goals. Avoid jumping between strategies too often—this can shift focus to the routine itself rather than the thinking, adding unnecessary cognitive load. Stick with one structure long enough for students to use it fluently and focus on the ideas, not the process.

Try strategies and routines like:

• Think–Pair–Share: Builds confidence before whole-class discussion.

• Circle talk / Socratic seminars: Allows for deeper exploration of big ideas.

• Tug of War: Great for exploring tensions or competing perspectives.

Another idea: Look for opportunities highlighted in your curriculum

Table 1 shows possible prompts or questions to support dialogic talk. AI is a great starting point for generating rich, provoking questions.

How might you use these with the strategies and routines that promote participation in Idea 2?

As teachers, we must ask ourselves: Who is doing the thinking in my classroom? 

If it’s mostly us, it might be time to loosen our grip on the conversation. Because when we talk less and listen more, we create space for students to do the kind of talking—and thinking—that matters.