T-seda code

The core ： Detailed coding framework

This coding scheme is for you B See a more detailed version in section . These codes will help you identify the conversations that are taking place in your learning environment . You can apply the dialogue code to each of the different speakers “ to turn to ”, Whether you record or transcribe what you say , It's still coding on the spot when students talk . Guidance on how to use the framework will be provided in the next section of this resource .

Coding categories	Contribution and strategy	We heard something （ key word ）
Make other contributions to your own or others' views expressed in the previous round of learning or to learning activities （ oral / A written / other ） Analyze 、 This paper 、 Clarify or comment	Thoughts before yourself or others / Add something new to your contribution ; clarify 、 This paper 、 Expand 、 Restate your or others' previous thoughts / contribution ; Comment on previous ideas / contribution	Keywords you may be looking for ：“ This is also ”、“ It makes me think ”、“ Well, I mean ”、“ She means ” Example ： Kate's idea made me think about why this character would do this . I have an idea , No one has mentioned … I meant … There are many detailed descriptions of Ahmed's story. My idea is similar to Jose , I wrote that flower party is the best gift
Invite ideas about yourself or others in learning activities / Contribute to build 、 This paper 、 Clarify or comment （ oral / A written / other ）	Invite others to build their own or others' ideas ; Invite others to clarify a contribution ; Invite others to comment on others' ideas or opinions （ Including consent / An invitation to disagree or comment ）; Invite others to refine / Ideas for improvement	Keywords you may need to look for ：“ what ？”“ Tell me ”,“ Can you rewrite it ？”“ Do you think ？”“ Do you agree? ？” Can you in …… Add one ？“ Example ： What do you mean? ？ Tell me more … Can anyone else add ？ Can you give an example of what you said ？ Is your idea similar to Manuel ？ What do you think of Maria's idea ？ Do you agree with what Chris just said ？ What more information do we need ？ How can you improve Sanjay Poster of the team / Concept map ？
question , Disagree or question an idea	State total or partial disagreement ; Doubt an idea ; Challenge an idea ; Reject an idea ; Indicates that two or more expressed ideas are inconsistent	Keywords you may be looking for ：“ I don't agree with ”、“ Disagree ”、“ however ”、“ Are you sure? …… Do you ？”…… Different ideas “ Example ： I'm not sure it will float. In fact, I don't think it's right , In my submission … perhaps ‘ I have a different idea ……' Are you sure these angles are the same ？ But that won't happen , If … This is partly true , But not when … I don't agree with that , This is not Victorian London , Although not , I think another
Make the reasoning explain clearly 、 Proof and / Or use possibility thinking related to your own or others' ideas	explain , prove , Using evidence , Make an analogy , Make a distinction , forecast , hypothesis , speculation , Explore different possibilities	Keywords you can find ：“ In my submission ”、“ because ”、“ therefore ”、“ therefore ”、“ therefore ”、“ in order to ”、“ If … then ”、“ No … Unless ”、“ It's like …”、“ Imagine if …”、“ Meeting ”、“ Sure ” or “ Probably ” Example ： I think wood will float , But metal won't . The ice cap melts 10% It supports the theory of global warming . If children don't have to go to school , They won't study math well . If I choose the first choice , I will be safer , But if I choose the second option , I will finally gain more . I think when the author writes about water, he may mean feelings .
Reasoning invites explanation 、 Proof and / Or use possibility thinking related to your own or others' ideas	Invite others to explain , prove , Using evidence , Make an analogy , Make a distinction , Invite others to predict , hypothesis , Invite others to speculate , Explore different possibilities	Keywords you may need to look for ：“ Why? ？”、“ how ？”、“ Do you think ？”、“ Further explanation ” Example ： How did you come up with a solution / Conclusion / Assessed ？ I don't understand . Can you explain it further ？ The first X Group / classmate Y It's because … What do you think of their explanation ？ If … Meeting / May be / What might happen ？ Which objects do you think may float ？ Why do you think that is ？ （ About statements / Observe ） Why do you think this is happening ？ （ About statements / Observe ） How did you know that? ？
Coordination opinions and consensus comparison and comprehensive opinions , Express consensus and consensus , Or invite others to do so	Form an agreement ; By comparison / contrast / Comment to evaluate at least two different ideas ; Judge an idea / The value of the work ; Confirm consensus / Consensus ; Propose to resolve differences and / Or agree to a solution ; comprehensive 、 Generalization ; Invite consensus 、 assessment 、 summary	Keywords you may need to look for ：“ I agree with ”、“ summary ……”、“ therefore , We all think ……”、“ summary ”、“ Similarities and differences ” Example ： So we agree with Jason …… because …… Elaine presented more evidence than Tim , She is more persuasive . I think we all agree that suspension bridges are the best . I agree with Maria , Disagree with Andy , Because the pebbles are too heavy , Can't float . We agree that these ideas are irreconcilable . I see what you mean , Options C It may be right , instead of B. They said the same thing , because …
Reflection on dialogue or activities... On the process of dialogue or learning activities “ metacognitive ” Evaluate or reflect ; Invite others to do this	⑵ Talk about the rules of conversation / The basic rule ; reflection （ Or invite reflection ） The process of dialogue / value / influence ; reflection （ Or invite reflection ） The value of learning activities / influence ; Clearly recognize the change of position	Keywords you can find ：“ dialogue ”、“ conversation ”、“ Share ”、“ team / Pair up ”、“ Mission ”、“ Activities ”、“ What did you learn ”、“ I changed my mind ”、“ You changed your mind ”、“ Listen for ”、“ Talk rules ” Example ： I like to share ideas , Because it can bring new ideas to our writing . they （ Speak and listen ） It's a bit like being together , isn't it? ？ When everyone is talking about the right thing , When thinking about the basic rules of our conversation in the classroom , it （ dialogue ） It works … In your group , Can you think about what makes the conversation effective ？ Do you think we need new conversation rules next time ？ I can see that you are listening to each other carefully ; Is that helpful for your study ？ What did you learn in today's class ？ Have you changed your mind ？ what / Whose argument helped you change your mind , Why? ？ How do you feel as a team leader today ？ As a member of the Group “ Recorder ”, Do you think you are involved in the conversation ？
C-Connect By linking to contributions outside the direct conversation / knowledge / Experience , Make the learning path clear	Backtrack previous contributions or mark upcoming requests ; Backtrack related activities or artifacts forward or backward ; Go back to a broader background or previous knowledge outside the classroom / Experience	Keywords you can find ：“ Last lesson ”、“ earlier ”、“ Remind me ”、“ Next lesson ”、“ It's about your home ”、“ It's in your house ” Example ： Like we do / learn …… What is the relationship between today's class and the last one ？ Who still remembers our experiment of hiding plants in the dark ？ At the end of this class , I'll ask you to write down what you think happened and why . Who has visited the Science Museum , Can you tell us what they saw ？ I know a lot about riding , Because I have my own horse . Do you think you may find similar creatures in the soil of your garden ？ Have you seen anything about the weather or climate on the news ？ Is there any useful information in the previous chapter ？
Guide the direction of the conversation or activity , Responsible for shaping the activity or focusing the dialogue in a desired direction , Or use other scaffolding strategies to support dialogue or learning （ This general category captures contributions that support dialogue flow and may improve student participation ）	Encourage the dialogue between students to provide thinking time and propose possible actions or inquiry processes	Keywords you may be looking for ：“ What about? ”、“ focus attention ”、“ Concentrate ”、“ Let's try ”、“ Don't worry ” Example ： that , In answering this question , What did you find ？ You're thinking …？ Don't worry , Give it a try … Let's try to add it up ！ take your time , Tell me what you think . Why don't you explain to Kelly what we are doing ？ Can you discuss in pairs which of these sources do you think is the most reliable description of the battle ？ What would Newton say ？
Express or invite ideas electronically 、 Provide or invite relevant contributions to initiate or promote dialogue （ Not included in other categories ）	Invite comments 、 idea 、 Beliefs or examples , Instead of quoting or building on previous contributions , Usually through public 、 General questions , Or by attracting more people to participate in communication , Instead of explicitly inviting them to establish / Reasoning / Coordinate / question , Make relevant contributions , Include short answers to closed questions ; Plenary report ; Expansion ideas that are not clearly linked to previous contributions	Keywords you can find ：“ You are right about …… What's your opinion ？”、“ Tell me ”、“ Your thoughts ”、“ In my opinion ……”、“ Your thoughts ” Example ： Maria , How did you like it? ？ What do you think is really important in this text ？ Can you identify some key words and underline them on the blackboard ？ Do you have any ideas about this ？ How many four legged animals can you name ？ How much do you know about the working principle of electricity ？ Let's brainstorm …

Form template

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Other parts of the thesis

T-SEDA To a large extent, the collective development of is the efforts of a team ,
Include ： Cambridge University School of Education Ruth Kershner、Sara Hennessy、Elisa Calcagni、Farah Ahmed、Victoria Cook、Laura Kerslake、Lisa Lee and Maria Vrikki, And the National Autonomous University of Mexico Nube Estrada and Flora Hernández. We are very grateful to have served in some way over the past few years T-SEDA Many colleagues who have contributed to the development of . These include those who help translate into Spanish 、 chinese 、 French and Hebrew people （Ana Laura Trigo Clapés、Elisa de Padua、Elisa Izquierdo、 Qianliu 、 Yunlong 、 Ji Ying 、Chih Ching Chang、Delphine Cestonaro and Benzi Slakmon）.

thank

About T-SEDA（ And its predecessor SEDA） The original work of got the British College （ International partnerships and liquidity programs ） Through the title “ Tools for analyzing classroom dialogue and interaction ”（2013-2015） Support for the three-year project ,, The project is sponsored by the University of Cambridge Sara Hennessy and Sylvia Rojas-Drummond And leaders of the National Autonomous University of Mexico ：http://tinyurl.com/baDialogue. The work in Mexico was obtained from the National Autonomous University of Mexico （DGAPA-UNAM） Personal college support （PAPIIT Item number :IN303313,PAPIME Number :PE305814). We thank the economic and Social Research Council (RES063270081;RES000230825) Support for , The Council is the sponsor of most of the previous work of the UK team in this field . Our latest ESRC project (ES/M007103/1) Titled “ Class conversation ： Does it affect students' learning ？ （Christine Howe,Sara Hennessy,Neil Mercer,Maria Vrikki&Lisa Wheatley,2015-17：http://tinyurl.com/esrcdialogue） utilize SEDA Developed CDAS, This is a new 12 Class plan and rating sheet , Through to 72 name 10-11 Extensive tests were conducted on a large sample of 12-year-old child teachers . The statistical analysis of the relationship between dialogue teaching and students' achievements and attitudes produced the findings of this version of the package . ESRC The impact of accelerated grant support in 2018-19 In 7 The suite was further developed and tested in different educational settings in countries
T-SEDA It is used by practitioners from preschool to higher education all over the world . We thank all the hosts , Teachers and students who participated in our research and testing in several countries , From these examples in this package have been taken with goodwill permission . Where teachers want anonymity , Some names have changed . The photos that appear in the package are from our research ; Permission has been received to use it for educational purposes .

quote T-Seda package ：T-Seda collective （2021）. Educational dialogue analysis teacher program （T-SEDA）V.8A Resource Pack . University of Cambridge . http://bit.ly/t-seda.

T-SEDA The contents of the package

This package contains information and resources for educators to conduct a dialogue focused survey of their practices . T-SEDA： User guidance on educational dialogue and step-by-step guidance through the inquiry process . Introduces the core of classroom inquiry – Exploration cycle . It also includes self audit , For you to reflect on your practice . T-SEDA： Core resources 1 section ： Coding framework ： Analyze the classified list and explanation of the dialogue , Examples are given to illustrate sample tips and contributions , And more general dialogue classroom practice . The second part ： Scale observation and coding template for dialogue time sampling ; Checklist ; T-SEDA Rating table ： Auxiliary resources these additional resources can be found online , The address is http://bit.ly/t-seda, The first 3 section ： A guide to recording and transcription techniques , The first 4 section ： A case study . Examples of teachers' encoding and interpretation of dialogues in different contexts ; Including teachers' findings and next steps 5 section ： Implement the idea of dialogue in your class . Blank templates including references to other studies on dialogue and links to related resources ： Reflection cycle 、 Observe the template 、 Self reflection 、 The entire package of survey report templates is available online , Including print or edit templates that can be downloaded separately ; Be careful with the icon .
T-SEDA Video Guide T-SEDA Both the user guide and the core resources described on the previous page have accompanying video guides . These videos provide the use T-SEDA A brief introduction to the package , And other activities to practice coding conversations . Be careful of the symbols in the bag .
Some videos about using
Video 1 ： What is educational dialogue ？ video 2： How dialogue supports learning ？ video 3： Practical skills to support classroom dialogue ： Basic rules video 4： Practical skills to support classroom dialogue ： Talking points video 5：T-SEDA Package welcome guide video 6： Complete the self audit video 7： Complete the reflection cycle video 8： Video of ethics in educational inquiry 9：T-SEDA Videos of the impact of exploration can be obtained at the following website ：https://www.edudialogue.org/tools- resources / Introduce - video - series / video 10： Use coding scheme （ The first 1 part ） video 11： Use coding scheme （ The first 2 part ） video 12： Record dialogues and encoded videos in class 13： Identify productive conversations ： “ establish ” and “ Challenge ” Thoughts video 14： Practice coding ： Class dialogue video 15： The value of group dialogue videos 16： Coding and quality evaluation of group dialogue video 17： Promote students' participation in dialogue

Use guide ：

T-SEDA User guide content a. T-Seda B brief introduction . What is educational dialogue ？ c. Educational dialogue and learning proof in different situations , Teacher student dialogue promotes learning 、 Peer group dialogue 、 Dialogue in different situations 、 With children 、 Dialogue between higher education and adult learners 、 Dialogue of course subjects 、 Fairness and participation of all learners , Promote a positive classroom culture and promote educational dialogue . How productive is the dialogue in my class ？ Teachers' self audit . The reflective cycle of classroom inquiry . Select query focus G. Research ethics . Analyze classroom discourse ： System observation and coding I.

Teacher's question
Gary The problem of ： I am a 4-5 Teachers for children aged , The role-playing area is the early basic stage (EYFS) An important part of the classroom , Because we always associate the activities of the role-playing area with EYFS Linked to the development framework . When I use the self audit tool , I realized , Because the class is free to flow , I need to know exactly how children use this area , Especially how they respond to each other . I decided to observe the children's play in the role-playing area , See how they build on each other's ideas , Take this as the basis for their dialogue . I use templates 2C and 2D Live code , It is found that some children develop their creative expression in the conversation with others , Integrate new ideas into their game . However , Most other children play by themselves , Don't listen or respond to other children . After this , I decided to ask the children if they would like to play in the role-playing area in pairs , And share ideas about how to play . I find that only when children are excited about each other's ideas , They will respond to their ideas – But it is also found that children do realize a wider circle of game partners than they usually have few friends . This means they hear a series of different ideas .

Lily's question ： Develop reasoning in scientific group work. I'm a fifth grade teacher （ in the light of 9-10 Children at the age of ）, After using the self audit tool , I'm afraid there isn't enough reasoning in my classroom . I think this is especially true in science classes , Not all children are showing their reasoning , For example, by applying their knowledge to predict . I decided to use T-SEDA Coding scheme to understand in a unit of science class , The frequency of reasoning in children's group work . I use time sampling tools , Templates 2B, Some groups were observed on the spot , And the reasoning examples are recorded . I find that some children often give their reasoning , But some children don't reason at all （ At least not verbally ）. After these observations , I realized that I needed to organize group activities , So that all children can be encouraged , And have the opportunity to share their reasoning in the group .

The equality of all learners and their participation in educational dialogue help create space for the voices of all students , And create a more inclusive classroom spirit .

for example , Anna · Laura · Trigo · Krapes （Ana Laura Trigo Clapés) Design adjustment T-SEDA Method of coding scheme , To adapt to the communication characteristics associated with autism . Some strategies have been enriched , Added suggestions on how to implement these strategies , To support students to understand the content and structure of the dialogue , And expectations for their participation . Six main features have been added , Including the inclusion of visual or physical representations 、 clear 、 Decompose the information into steps 、 Offer choices 、 Mediate dialogue with peers and provide 1 Yes 1 Support . Other new strategies are related to configuring the physical classroom environment and planning more friendly activities , These activities open up opportunities for different forms of contribution . contact [email protected], Learn more about the free resources available .

You may want to start by performing a self audit . however , please remember , Sometimes our understanding of audit statements is different . for example , A basic rule , Such as “ We all trust and listen to each other ”, There are different possible meanings , Such as 2： Cultivate interpersonal relationships, listen to everyone's ideas, learn each other's ideas, and self audit will help you identify the characteristics of current classroom practice . It will also help you ： Start your reflection cycle by focusing on your interests , And aims to start thinking about your question . ⑵ Reflect and monitor what happened as you move forward . Through repeated review after inquiry , See what changes have taken place in the classroom conversation . You will find self audit on the next page , stay T-SEDA There is a downloadable version on the website for you to complete . Tools 2H, Dialogue teaching questionnaire - Evaluating their practice also provides you with an opportunity to reflect on your practice . You can do this at different times , Because you conducted an investigation , To record what changes may happen to your practice . video 6： Complete self-evaluation

Reflection point ： When examining self audit , Ask yourself ： In my practice , What do these mean ？ How do I know they are actually happening ？ To what extent , The atmosphere in my classroom supports dialogue learning ？ ⑵“i” and “we” What's the difference between columns ？ Is there any difference between your plan and what happens in your practice ？

Here you can see an example of a conversation , It has been “turn” It's encoded ： Every time different people talk , Look at the coding framework , Look at one. （ Or more ） Whether the code can be applied to the content that has been encoded

This coding scheme is for you B See a more detailed version in section . These codes will help you identify the conversations that are taking place in your learning environment . You can apply the dialogue code to each of the different speakers “ to turn to ”, Whether you record or transcribe what you say , It's still coding on the spot when students talk . Guidance on how to use the framework will be provided in the next section of this resource .

In the second quarter ： The section systematically observing and coding conversations covers two important aspects of conducting surveys ： What kind of observation will you make , And which template you will use to record your observations . These observational fact files provide more information about different types of observations

Live coding
Observation type ： What is live coding ？ You can use code in learning settings , for example , Sit with a group , And record their conversation on one of the coding templates . What are the advantages ？ You can see how the group interacts , And capture nonverbal clues , Such as body language ; It is more practical , No special equipment is required , So it can be used more often ; It's easier to capture normal behavior , Because you are not shooting students , What are the disadvantages ？ Because you didn't record the conversation , If you miss anything , You can't go back and check what you said . This may be high , Because you have to listen at the same time 、 Think and code . Your attention can only be focused on oneortwo codes , So it's easiest to manage ： Capture conversations in group work ; Evaluate students' participation or dialogue ; Short and / Or multiple observation periods , Can be used with templates :2B; 2c; 2D Type observation ： What is recording and transcription ？ You record what you say in the learning settings （ Audio only ）, Then transcribe later , So that transcription can be encoded . Examples of coded transcripts , Please see the H part . What are the advantages ？ You can be more detailed 、 Code more accurately ; You can talk in “ transition ” Build more connections between , Because you can review the transcripts and recordings ; It gives you more time to think ; This is a more subtle recording method than the camera , What are the disadvantages ？ ⑵ This is more time-consuming , Because you have to spend time transcribing recordings ; You have no visual observation , So you can't understand the nonverbal aspects of dialogue and interaction ; You need the permission of your guardian to record , So this needs to be planned in advance , It is best to ： If you want to examine an episode in more detail ; If you want to see several codes at a time , You can use templates :2A; 2c; 2e

Observation type ： What is videotape transcription ？ You record what it says in your learning environment , Then transcribe it , What are the benefits of doing so ？ You can be more detailed 、 Write code more accurately , Because you have audio and video data , So it gives a more accurate representation of classroom events , Because you can re access the data , So you can “ to turn to ” Make a connection between , You can record student interactions and nonverbal conversations , What are the disadvantages ？ ⑵ Students may need time to get used to being videotaped , Their behavior in front of the camera may be different ; You need the consent of your guardian , So you need to plan ahead ; Transcription is time-consuming , So you need to make sure that the number of conversations you plan to transcribe is the easiest to manage ： If you want to go over a longer conversation ; If you want to see nonverbal interaction ; If you want to see several codes at a time , You can use templates :2A; 2c; 2e

When to use different coding and rating templates , This figure shows when specific templates in the following pages are particularly useful . Some tools are more suitable for the whole class , Some tools are more suitable for group work . You can also use different tools , It depends on whether you want to pay attention to the turning point in the conversation , Or a broader practice , Such as participation and classroom dialogue culture . Viewing these templates can help you decide how to query .

For encoding audio / Video transcript template you can use this template to T-SEDA The code is applied to the number of rounds of a single speaker . guidance note ： Create your report card into a table like this , Add as many rows as you need ; Numbering terms makes them easy to identify ; You can choose oneortwo codes to find , Or use many categories , It depends on what the focus of your query is ; Some turns may not be coded , Because these categories are not applicable ; perhaps , Some speakers' presentations may have more than one code applied to them . You can also add a comment category to each line , To record your thoughts on how the conversation will unfold . There is a downloadable codec template on our website . On the next page , You can see an example of a complete template

Group evaluation

Individual student checklist （ Group work ） This checklist can be used in two ways . First , It can be used as 2B Summary of ： You can record the results of students from multiple groups in this checklist , And add a rating of overall participation . secondly , If you can't do time sampling , You can use this instead ： Observe the conversation , Tick when you hear the category you are interested in . Again , You can give each student an overall score . This type of checklist cannot capture everything , But they are not designed to . However , This is an easy to manage way , You can pay closer attention to the students' dialogue , And identify trends over time . guidance note ： You can choose oneortwo categories of interest ; If you hear these codes at any point in the student's discussion contribution , Please check the code box ; If a student participates in a lot of discussion , Then they will have an overall rating or (3), The medium quantity will be (2), Low participation will be scoring （1）
Group rating （GroupWork） This group scoring tool is similar to 2B and 2C It's a little different , Because it does not rate the contributions of individual students , Instead, grade the whole group . You can choose different dialog categories to focus on （ under these circumstances , Coordinate ideas and consistency (CA) And connections . guidance note :¥ Use a three-point rating scale for the frequency of each conversation category in the conversation :1= low ,2= in ,3= high ; Use “ Comment on ” Add any relevant information to the score , If the result is typical , Or whether it shows progress ; You can repeat this step , See if the group has changed their dialogue pattern over time

Overview of class participation （ Rating scale ）¥ Use the following scale ： This class rating scale is extended 2D To focus on the class conversation . It will let you know more about how students participate in the dialogue . You can focus on different aspects of student participation , Such as the length of contribution and the frequency of student participation . You can do this in different types of class activities , Create a larger dialogue in your learning environment . guidance note ： Choose oneortwo problem categories you want to focus on ; Decide the type of activity you want to focus on , Such as course introduction 、 Class discussion or plenary meeting

The dialogue rules do not clearly emphasize the basic rules of dialogue or dialogue practice. Teachers introduce them to students 、 Demonstrate or remind target dialogue practice , Such as the basic rules to be followed , Inclusive turn taking . Teachers and students or students negotiate goals and practice dialogue , For example, basic rules , Perhaps accompanied by a reminder / Model . It may also include students being given or assuming responsibility for managing conversations , And the effectiveness of students' participation in evaluating dialogue practice . Students participate in public exchanges in class or group activities, including teacher questions and concise student contributions, or students have no opportunity to discuss their ideas openly. Multiple students express their ideas openly in class and group activities, and students express their ideas openly in class and group activities , But they don't participate in each other's ideas when doing so , They participate in each other's ideas , For example, by referring to their contributions , Challenge or build on them （ Such as . “ It's a bit like what short said , however ……”,“ Sam has a good idea , see [ demonstration ]). This includes spontaneous or teacher driven participation .

： Self assessment of student group work （ Older students / Adult example ） This template is for a group of students to rate their own conversations . It can help students know more about their participation in the dialogue . It can also help you understand students' Thoughts on their own dialogues . You may also find that you have different views on their dialogue and group work . Templates can be downloaded from our website .

There are also two dialogic teaching questionnaires ： Teacher's overview of the course ; Student's overview of the course （ Apply to 13-18 Year old student ） These questionnaires focus on your and your students' views on specific courses . They can be used as tools 2H(2)(3)(4)(5)(6)/54 Part of is downloaded on our website