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Deeper Learning, Dialogic Learning, and Critical Thinking
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Table of Contents

Acknowledgement
List of contributors

Introduction: Establishing a Case for Sharing Research-Based Instructional Strategies (Emmanuel Manalo)

Part 1: Structuring Dialogue
1. The Playground of Ideas: Developing a Structured Approach to the Community of Inquiry for Young Children (Laura Kerslake)
2. The Thinking Together approach to Dialogic Teaching (Neil Phillipson & Rupert Wegerif)
3. Compare and Discuss to Promote Deeper Learning (Bethany Rittle-Johnson, Jon R. Star, Kelley Durkin, & Abbey Loehr)

Part 2: Facilitating Meaning Construction
4. Refining Student Thinking through Scientific Theory Building (Hillary Swanson)
5. Extending Students Communicative Repertoires: A Culture of Inquiry Perspective for Reflexive Learning (Beth V. Yeager, Maria Lucia Castanheira, & Judith Green)
6. Transforming Classroom Discourse as a Resource for Learning: Adapting Interactional Ethnography for Teaching and Learning (W. Douglas Baker)

Part 3: Cultivating questioning
7. Question Based Instruction (QBI) Promotes Learners' Abilities to Ask More Questions and Express Opinions During Group Discussions (Yoshinori Oyama and Tomoko Yagihashi)
8. AugmentedWorld: A Location-based Question Generating Platform as a Means of Promoting 21st Century Skills (Shadi Asakle & Miri Barak)
9. Effective Way to Prepare for Deeper Learning of History (Keita Shinogaya)

Part 4: Promoting engagement and reflection
10. "Laughter is the Best Medicine": Pedagogies of Humor and Joy that Support Critical Thinking and Communicative Competence (Jean J. Ryoo)
11. Improving College Students' Critical Thinking Through the Use of a Story Tool for Self-regulated Learning Training (Pedro Rosario, Jose Carlos Nunez, Paula Magalhaes, Sonia Fuentes, Cleidilene Magalhaes, & Kyle Busing)
12. Debugging as a Context for Fostering Reflection on Critical Thinking and Emotion (David DeLiema, Maggie Dahn, Virginia J. Flood, Ana Asuncion, Dor Abrahamson, Noel Enyedy, & Francis Steen)

Part 5: Training Specific Competencies
13. Showing What It Looks Like: Teaching Students to Use Diagrams in Problem Solving, Communication, and Thinking (Emmanuel Manalo, Yuri Uesaka, Ouhao Chen, & Hiroaki Ayabe)
14. Class Design for Developing Presentation Skills for Graduate Research Students (Etsuko Tanaka & Emmanuel Manalo)
15. Online Written Argumentation: Internal Dialogic Features and Classroom Instruction (Naomi Rosedale, Stuart McNaughton, Rebecca Jesson, Tong Zhu, & Jacinta Oldehaver)
16. Cultivating Pre-Service and In-Service Teachers' Abilities to Deepen Understanding and Promote Learning Strategy Use in Pupils (Tatsushi Fukaya & Yuri Uesaka)

Part 6: Program/Course Teaching
17. Cultivation of a Critical Thinking Disposition and Inquiry Skills Among High School Students (Takashi Kusumi)
18. Using Task-based Language Teaching in the Second Language Classroom: Developing Global Communication Competencies (Chris Sheppard)
19. Collective Reasoning in Elementary Engineering Education (Christine M. Cunningham & Gregory J. Kelly)

Index

About the Author

Emmanuel Manalo is a professor at the Graduate School of Education of Kyoto University in Japan. He teaches educational psychology and academic communication skills to undergraduate and graduate students. His research interests include the promotion of effective learning and instructional strategies; diagram use for communication, problem solving, and thinking; and critical and other thinking skills.

Reviews

'The book provides a roadmap for teachers who want to provide their students with the knowledge and skills they will need to thrive in the 21st century.' - Allan Collins, Professor Emeritus of Learning Sciences, Northwestern University, US.

'There has been so much research about deeper learning, communicative competence, and critical thinking but so little evidence or guidance about optimal teaching of these outcomes. This book fills this gap with its rich ideas, evidence, and implementation strategies, written by the "who's who" in the field. It is wonderful to see that the book recognises these topics as closely related, able to feed off each other, and can be taught within any domain.' - John Hattie, Laureate Professor, Melbourne Graduate School of Education, University of Melbourne, Australia

'This book is a valuable resource for teacher educators. Packed with a wide range of approaches to teaching aspects of thinking, each chapter seeks to make visible the practical, and sometimes implicit, steps between intention and the desired result.' - Rosemary Hipkins, Chief Researcher, New Zealand Council for Educational Research

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