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.

chapter |14 pages


Establishing a case for sharing research-based instructional strategies
ByEmmanuel Manalo

part 151|2 pages

Structuring Dialogue

chapter 1|15 pages

The Playground of Ideas

Developing a structured approach to the Community of Inquiry for young children
ByLaura Kerslake

chapter 2|16 pages

The Thinking Together Approach to Dialogic Teaching

ByNeil Phillipson, Rupert Wegerif

chapter 3|17 pages

Compare and Discuss to Promote Deeper Learning

ByBethany Rittle-Johnson, Jon R. Star, Kelley Durkin, Abbey Loehr

part 652|2 pages

Facilitating Meaning Construction

chapter 4|17 pages

Refining Student Thinking through Scientific Theory Building

ByHillary Swanson

chapter 5|21 pages

Extending Students' Communicative Repertoires

A culture of inquiry perspective for reflexive learning
ByBeth V. Yeager, Maria Lucia Castanheira, Judith Green

chapter 6|16 pages

Transforming Classroom Discourse as a Resource for Learning

Adapting interactional ethnography for teaching and learning
ByW. Douglas Baker

part 1213|2 pages

Cultivating Questioning

chapter 8|19 pages


A location-based question-generating platform as a means of promoting 21st-century skills
ByShadi Asakle, Miri Barak

chapter 9|15 pages

Effective Ways to Prepare for Deeper Learning of History

ByKeita Shinogaya

part 1754|2 pages

Promoting Engagement and Reflection

chapter 10|16 pages

“Laughter is the Best Medicine”

Pedagogies of humor and joy that support critical thinking and communicative competence
ByJean J. Ryoo

chapter 11|16 pages

Improving College Students' Critical Thinking through the use of a Story Tool for Self-Regulated Learning Training

ByPedro Rosário, José Carlos Núñez, Paula Magalhães, Sonia Fuentes, Cleidilene Magalhães, Kyle Busing

chapter 12|20 pages

Debugging as a Context for Fostering Reflection on Critical Thinking and Emotion

ByDavid DeLiema, Maggie Dahn, Virginia J. Flood, Ana Asuncion, Dor Abrahamson, Noel Enyedy, Francis Steen

part 2295|2 pages

Training Specific Competencies

chapter 13|16 pages

Showing what it Looks Like

Teaching students to use diagrams in problem solving, communication, and thinking
ByEmmanuel Manalo, Yuri Uesaka, Ouhao Chen, Hiroaki Ayabe

chapter 14|16 pages

Class Design for Developing Presentation Skills for Graduate Research Students

ByEtsuko Tanaka, Emmanuel Manalo

chapter 15|16 pages

Online Written Argumentation

Internal dialogic features and classroom instruction
ByNaomi Rosedale, Stuart McNaughton, Rebecca Jesson, Tong Zhu, Jacinta Oldehaver

part 2976|2 pages

Program/Course Teaching

chapter 18|18 pages

Using Task-Based Language Teaching in the Second Language Classroom

Developing global communication competencies
ByChris Sheppard

chapter 19|17 pages

Collective Reasoning in Elementary Engineering Education

ByChristine M. Cunningham, Gregory J. Kelly