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Applying a dialogical model of reason in the classroom
https://thinkingtogether.educ.cam.ac.uk/publications/chapters/wegerif_2001_dialogical_model.pdf26 Nov 2009: 24 George: On this they have taken the circle out and on this they have taken the diamond out and on this they have put them both in, so it should -
Mercer2008
https://thinkingtogether.educ.cam.ac.uk/publications/journals/Mercer2008.pdf26 Nov 2009: 24. so to spend together on the problem, or is this jointly perceived as a brief. -
Mercer_Dawes_WegerifandSams2006
https://thinkingtogether.educ.cam.ac.uk/publications/journals/Mercer_Dawes_WegerifandSams2004.pdf26 Nov 2009: 24. inevitable. Such changes could be assumed to reduce the covariance between the pre-. -
MercerandSams2006
https://thinkingtogether.educ.cam.ac.uk/publications/journals/MercerandSams2006.pdf26 Nov 2009: 24. suggestions and no agreement is sought about how to proceed (e.g. -
Are these useful rules for discussion
https://thinkingtogether.educ.cam.ac.uk/resources/Are_these_useful_rules_for_discussion.pdf26 Nov 2009: 24. Build on what the previous speaker said. 25. Be prepared to change your mind - it shows you have listened and can accept good reasons.
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