SAT05RM308

**The Dialogic Practitioner: Becoming Teacher 2.0**
//**Conversation Facilitator(s):** Konrad Glogowski //**Session Time:**// Sun. 12:30 - 2:00
 * Affiliation**: Ontario Institute for Studies in Education of the University of Toronto//


 * Relevant reflections and background readings:**
 * [|blog of proximal development » Blog Archive » Conversation with Pre-Service Teachers - Teacher as Learner]
 * [|blog of proximal development » Blog Archive » Learning to be Myself]
 * [|blog of proximal development » Blog Archive » Instructional Scaffolding]
 * [|blog of proximal development » Blog Archive » Replacing Grading with Conversations]
 * **Background Readings on Professional Development**

Please feel free to take a look at any or all of the above resources. I encourage you to share your thoughts and reflections here:

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The goal of this session is to facilitate a series of conversations about the role of the teacher in the new, participatory, and student-centered spaces of Classroom 2.0.

Specifically, the session aims to address the following:
 * 1) The role of the teacher in building communities of learners that transcend classroom walls.
 * 2) The development of instructional practices - including assessment and evaluation strategies - that support students as they engage in learning that is student-centred and exploratory.
 * 3) New professional development programmes that support dialogic practices.

The title of this session, “The Dialogic Practitioner: Becoming Teacher 2.0,” refers to the concept of dialogism developed by the Russian philosopher Mikhail Bakhtin who argued that every human utterance is “the product of the interaction of the interlocutors, and, broadly speaking, the product of the whole complex social situation in which it has occurred” (qtd. in Todorov, 1984). Building on the work of Mikhail Bakhtin, this session aims to explore the role of many diverse voices – those of parents, students, administrators, and educators – in redefining professional practice in the 21st century.

During the presentation at EduCon 2.0, the presenter will take the participants on a virtual tour of an online community of writers developed by the presenter as an attempt to transform his own professional practice and create an engaging student-centred environment. Particular emphasis will be placed on methodology and student engagement, both online and off. One of the focal areas of the presentation will be its emphasis on literacy development and the positive impact of online communities of writers on student literacy skills.