to distinguish what we know from what we don’t know

the “student” is encouraged to replace the flawed thinking with logical or justifiable thinking.

the “student” are shown to be illogical or otherwise unsound

Periodically summarize in writing key points that have been discussed

Draw as many students as possible into the discussion

Use wait time: Allow at least thirty seconds for students to respond

Let students discover knowledge on their own through the probing questions the teacher
poses

Plan significant questions that provide meaning and direction to the dialogue