The Talking to Learn (T2L) project aims to increase the impact of Dialogic Educationresearch (Mercer et al., 2020; Alexander, 2020) in real schools by providing trainee andpractising teachers with a coherent framework that includes (i) a practitioner-ledprofessional development model that focuses on discussion as a teaching strategy(Pontecorvo, Ajello, Zucchermaglio, 2004) and (ii) a reliable, teacher-friendly toolkit forplanning, observing, analysing and improving the quality of talk in the classroom.
Building on the UNIMORE work on Lesson Study (Bartolini Bussi & Ramploud, 2028)and Discussion Study (Bertolini et al., 2022, 2023) and the coding framework"Observation of DIScussion" (Zecca, Perucchini, Bertolini, 2025), T2L will develop astreamlined observation tool and embed it within a practitioner-led Discussion Studymodel that guides joint planning, observation, analysis and redesign of discussionswithin coherent learning modules.
The design is field-based and collaborative. Mentor teachers and Primary Educationstudents will design a Module and Discussion Plan, video record lessons and use thetool for close analysis. Cross-case analysis will identify discourse patterns andconditions of use across grade levels and subjects and test ease of use and inter-coderreliability. Existing plans, recordings, and selective transcripts will facilitate prototyping.
Specific objectives are: Create a manageable observation toolkit (core categories,worksheets, glossary, annotated examples) with a self-learning component; embed theuse of the tool at all stages of the practitioner-led DS cycle; formalise a self-moderatedversion of DS with trained internal facilitators and a concise manual; Design internshipsin which students participate in DS groups and practise facilitating and analysingdiscussions; gather evidence of use, reliability and sensitive indicators of professionallearning; publish an open access guide with an online companion and prepare forinclusion in S.O.F.I.A.
The methods combine qualitative and quantitative procedures for educationaldiscourse research: Video data and selected transcripts; microanalysis of conversationalmoves and sequences; simple indicators of dialogue quality; inter-coder controls.Reflective evidence includes debriefings with peers, short focus groups and targetedself-assessments. Ethics and data protection will be ensured through a datamanagement plan.
Work plan (24 months). WP1 takes care of coordination, ethics and quality. WP2develops the first version of the tool as well as the DS model and templates. WP3carries out the school cycles and compiles the case dossiers. WP4 conducts cross-caseanalyses and reliability testing and issues version two with recommendations. WP5curates a structured corpus and publishes the guide in open access with an onlinecompanion. WP6 ensures dissemination and early adoption (seminars, webinars,S.O.F.I.A., school networks) and introduces voluntary post-project monitoring of uptakeand impact.
Expected results: a validated teacher-usable observation tool and PD model, a caselibrary and a freely accessible guide for schools to enable evidence-basedimprovement of productive dialogue in the classroom.