The dialogue then begins. Texts examined from a critical discourse analysis perspective can involve a number of related, respective lenses. This includes examining texts at the micro level, in which verbal interaction, language and communication are examined in relation to the social order. The inherent power manifestations that such an examination yields are part of a macro level analysis of a particular text. Closely related to this perspective is the notion that one can read texts in terms of the power they delineate among certain social groups and orders. Finally, another critical discourse lens involves analysis of the context and its surrounding social structure.

There are a number of principles that are import for the proper facilitation of classroom discussion. One of the most eminent of these is for an instructor to actually listen and pay attention to student input. Although most teachers have agendas or specific didactic information that they are looking to impart in such discussions, it is important to let such a discussion take its course and see what other benefits it may yield. It is also helpful for pedagogues to clarify what students mean, so that there is no ambiguity and to help students express their thoughts. Lastly, it is key to facilitate a balanced classroom...

Equal participation is integral to cooperative learning because it allows for students to interact equally in a team-like setting. Positive interdependence in attributed to the gains in learning that benefit teams and the individuals that comprise them. Simultaneous interaction is essential to cooperative learning since it allows for students to learn, discuss, and take part in activities all at one time. Individual accountability stresses the fact that it is up to individual students to be accountable for their learning in group or cooperative settings.
Dr. Unrau's research indicates that reading tutorials have a significant impact on credential candidates for a number of reasons. By reading the materials for their final project or thesis aloud, candidates are able to better hear areas in structure and those related to content that they can improve upon. These improvements can be in both writing mechanics as well as in substantive content issues. Additionally, reading these materials before an audience helped candidates to ascertain and implement feedback.