The dialogic learning model is an evolutionary model for this develops in stages. Students make some decisions or judgments writing in the response phase. They explain and defend themselves consider positions and other points of view during the conversation stage. They reflect and think about what they have learned during the lesson reflection phase. They demonstrate what they have learned assessment stage. It should be noted that in the changes. Since the response and evaluation stages of the model are necessary lesson objectives will vary.
The model consists of eight stages:
outline,
answer,
think,
focus,
recording,
dialogue,
reflection,
evaluation.
Operating model.The story "The necklace" by Guy de Maupassant is a good short story to teach critical thinking using dialogue Teaching model. The story is about the lady Loisel a superficial view of life. He pays too much attention to appearance and dissatisfied with her husband's ordinary life provides it. She gets a necklace from a rich acquaintance, Madame Forestier, to dress up for a formal social event. Loisel wants to is accepted by high society and he wants to impress, but he loses necklace and was too embarrassed to tell Mrs. Forestier. Instead, Madame Loisel replaces the necklace with a duplicate; to do this, she and her husband work and slave for ten years to pay this. At the end of the story, Madame Loisel is shocked by this incident the necklace she borrowed and lost was only a cheap imitation [33].
Phase 1. Demonstration phase. Students who don't know how to do it writing an effective synopsis could be taught in advance, but this not necessarily. The purpose of this step is to update reader's memory of story details. The synopsis should not be reviewed in class because it can influence the interpretations of some students before the lesson starts. During this lesson, the teacher will determine how to do this good individual student have understood reading; As a result, previewing the story can disrupt this process.
