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When feedback occurs routinely, students feel safe to take risks, think more deeply about what they’re learning, and eventually become self-regulated learners.

Dialogic discussion makes speakers and listeners of everyone, opening up the possibility of co-constructed learning with teachers as facilitators. Beers and Probst, like most literacy experts, including the Collaborative for Teaching and Learning (CTL), advocate for less monologic and more dialogic interaction in classrooms, creating the type of authentic engagement that instills confidence in students by making them an integral part of the learning.

With thoughtful planning, a supportive environment, and a commitment to the process, we can help students become more critical thinkers, creative problem-solvers, and engaged learners.