What is an informed dialogue?

A dialogue is defined as “an open and frank discussion,” with the intent to make your views understood and to understand the views of the person with whom you are speaking.

It is not necessarily an argument. It is not a lecture. It does not mean that you must come to an agreement.

An informed dialogue therefore, is a discussion between people(s) who are informed or educated on the issue of discussion.

Refer to Handout 9.1: An Immigration Dialogue. Students will read a series of actual statements relating to immigration and, with a partner, construct a hypothetical dialogue with the author of one of the statements.

Sequence:

1. Students partner up, and each pair chooses a quotation.

2. Each student in the pair assumes a role. One role must be the author of one of the quotations, and the other role is a character or individual who disagrees with the quotation.

3. Role-play an impromptu dialogue. At the end of the preliminary role-play, note positions and arguments advanced by each side. Note information/arguments that support each position and information/arguments that refute each position.

4. Strategize how the supporting and refuting arguments can be strengthened.

5. Start writing dialogue. Make it colorful. Make it important. Make it a reflection of today’s thinking on the issue, a reflection of what you have learned, and a reflection of your careful processing and thinking. Relate the dialogue to your school and to the lives of the students.

6. Finish and share the dialogue. Perform, audio, live act, video, sing it, etc.

7. Engage in self-assessment in journals and/or peer-assessment in small groups.

Presentation of dialogues, discussion and assessment (#6 and #7 of sequence):

The performance of the dialogues is the closure. As students present their dialogues, allow the rest of the class to ask for clarification on various points. If students come to an impasse in the dialogue, encourage them to follow up by conducting research, finding statistics, talking to experts, etc. Ask students if they have engaged in similar real-life dialogues. What were the outcomes?