Method 1: Dialogue tickets (taking and giving a turn)

(Taking and giving a turn, preparatory orientation to dialogue II, dialogue scene 12, in English 8)

The goal of this task is that the learners learn to regulate their participation in dialogues and collaborative knowledge creation situations so that every participant speaks as well as listens to the others. The objective is that every participant is given a turn to speak or will speak and that every participant is given a turn to listen or will listen. The rhythm of taking turns to listen and to speak becomes internalised.

Remember to consciously observe whether your actions and behaviour follow the principles of philanthropy and reciprocity!

Instructions

• the teacher explains why the use of dialogue tickets is important for learning symmetry and gives a demonstration of the method
• the theme of the dialogue is chosen on the basis of learning goals and the participants' current skills and knowledge
• the participants work in groups of 3-4 persons
• the participants receive dialogue tickets
• every participant is given 5 dialogue tickets which work like entrance tickets into the dialogue
• every time you share your thinking with others, you use one dialogue ticket; the tickets must be used at regular intervals
• talk in a focused manner, pausing now and then, and speak about two sentences at a time
• when your turn to speak ends, put one ticket on the table into the pile of contributions
• each member of the group uses all their dialogue tickets before a new round (with new tickets) is started
• each person takes five new tickets and uses them at regular intervals during the second round
• the groups continue these rounds at their own pace
• take turns to speak and listen in a random order, that is, do not proceed clockwise or counter-clockwise
• the participants weave a synthesis (an overall view) of what they have learned during the dialogue rounds
• the entire dialogue lasts for about 10 minutes.

Reflection in the learning community: The whole group jointly reflects upon their experiences of the task and thinking that is caused. One useful question for this reflection is ”What did you become aware of through this task?” Another, more demanding question, is ”What did you learn from this task?” The purpose of the reflection is that several participants, not only some, share their thinking and experiences. You can engage more participants in the reflection by asking questions such as, ”What else can you tell us about your thinking?”, or saying, ”Even thinking that seems insignificant can be useful,” ”What else could be mentioned at this point?” etc. In other words, the common reflection should not be limited to hearing the experiences of a few active participants. The participants become accustomed to quieter moments which give them time to think. When the reflection part is completed, every participant has gained an understanding of how to take turns to talk and listen during a dialogue, which enables them to continue practising in real life situations.