Routledge Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom

Deeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers’ work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students’ capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life. Review '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 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.