Scaffold Example [Web]

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Scaffold Example [Web]

  1. 1. Controversy Activity Scaffold [Video] Controversy Topic: Should Schools Try to Increase Students' Self-Esteem? "Yes" Participant Name: [Enter Name Below] ↷ "Yes" Participant E-mail: [Enter E-mail Below] ↷ "Yes" Participant ID: [Enter ID Below] ↷ "No" Participant Name: [Enter Name Below] ↷ "No" Participant E-mail: [Enter E-mail Below] ↷ "No" Participant ID: [Enter E-mail Below] ↷ --> Click Here to Watch the Activity Intro Video Again Monday [4/12/10]: Learn, Prepare, and Present Your Position [In Class] Day 1 involves Step 1 and Step 2 of the constructive controversy procedure.
  2. 2. STEP 1: Research, Learn, And Prepare --> Click here for video explaining Step One In Step 1, you will work with a partner assigned to the same position as you to develop the best possible argument for your assigned position. Thus, those of you assigned to the “yes” position wi work with a partner to review the reading by Robert Sylwester, and those of you assigned to the “ position will work with a partner to review the reading by Carol Dweck. Specifically, in Step 1 your assignment is to work with your partner to: a. Learn and summarize the assigned reading. Review your assigned reading and th bullet-point summary provided in class. If you have time, you may also use books, class notes, and the Internet to search for more information to support your assigned position. b. Organize the information into a persuasive argument. Remember, persuasive arguments begin with a thesis statement such as, “Our position is that schools should try (or not try) to increase students’ self-esteem.” This statement should then be followed by your rationale – for example: “We hold this position because research shows that self- esteem is associated with… We also know that students’ self-esteem… Etc." c. Plan how to advocate your assigned position. Make sure that both you and your partner are ready to present your assigned position as persuasively as possible. If you ha time, you may even want to practice delivering your position. Note, however, that that yo will only have 4 minutes to present your position, so you want to make your argument as concise and clear as possible. STEP 2: Present Your Position --> Click here for Video explaining Step Two In Step 2, you will have approximately 4 minutes to present your position to a partner assigned to the opposing position. Be forceful and persuasive in doing so, and be as complete and clear as possible so that your opposing partner has a full understanding of your argument and the information provided in your background reading. Also in Step 2 your opposing partner will present their position. As they do so, be sure to consider their information carefully as you need to learn the opposing position for the final essay and quiz. Take notes, especially about anything that you do not understand or that strikes you as a weak or invalid argument. Remember, at the end of this activity you want your final essay to include only t best arguments from both sides of the issues, so it is your responsibility to think critically about th opposing side and identify their argument’s strengths and weaknesses. Your video recording should be less than 4 minutes long.
  3. 3. Directions for Recording Initial Position Statement: 1) Log on to the ViewPoint website. 2) Record your audio statement, and copy the URL. 3) Paste the URL below in the appropriate box. 4) Click here if you are having problems. 1) Link to YES Initial Position Statement video: [Paste URL Below] ↷ 2) Link to NO Initial Position Statement video: [Paste URL Below] ↷ Tuesday [4/13/10]: Open Debate #1 Day 2 involves the first part of Step 3: Open Debate #1. STEP 3: Open Debate # 1 --> Click here for video explaining Step Three In Step 3 you will engage in an open debate about the topic with your opposing partner. The goal here is to freely exchange information and ideas, arguing forcefully and persuasively for your assigned position. Deeply consider the opposing side’s evidence and reasoning, probe and push th thinking, and be sure to ask for support for their assertions. You also want to present counter arguments and defend your claims by rebutting the attacks on your position. Remember that the “strongest” arguments on both sides of the issue will only emerge when considered under the mos critical of analysis. For this reason, you want to avoid any temptation you might feel to drop your assigned position. Have fun with the debate while recognizing that only critical thinking about both sides of the argument will strengthen your final consensus essay. As you engage in an open debate, remember also the rules for constructive controversy. Specifica you want to be critical of ideas, not people. Remember also that your goal is not to “win” but to co
  4. 4. to the best decision possible about what represents the strongest argument. Thus, you want to understand both sides of the issue and only change your mind when the evidence clearly indicates that you should do so. Given the asynchronous nature of this activity, your open debate involves two steps over two consecutive days. First, you will record your rebuttal to the opposing side's Initial Position Stateme (see links above). In the second part of the open debate (see below), you will record a second rebuttal in response to the opposing side's first rebuttal statement. Your audio recording should be less than 4 minutes long. Directions for Recording Rebuttal Statement 1: 1) View the other side's Initial Position Statement from Step 2. 2) Record your Rebuttal Statement 1 to the other side's Initial Position Statement and post the UR below. 3) Link to YES Rebuttal Statement 1 video: [Paste URL Below] ↷ 4) Link to NO Rebutta Statement 1 video: [Paste URL Below] ↷ Wednesday [4/14/10]: Open Debate #2 Day 3 involves the second part of Step 3: Open Debate #2. STEP 3: Open Debate #2 --> Click here for video explaining Step Three again The next step in the Open Debate is recording a second rebuttal statement in response to the
  5. 5. opposing partner's Rebuttal Statement 1. Again, your goal is to consider the opposing side's evide and reasoning, present counter arguments, and defend your assigned position. Your audio recording should be less than 4 minutes long. Directions for Recording Rebuttal Statement 2: 1) View the other side's Rebuttal Statement 1 from Step 3. 2) Record your Rebuttal Statement 2 to the other side's Rebuttal Statement 1. 5) Link to YES Rebuttal Statement 2 video: [Paste URL Below] ↷ 6) Link to NO Rebutta Statement 2 video: [Paste URL Below ↷ Thursday [4/15/10]: Reverse Perspectives Day 4 involves Step 4 of the constructive controversy procedure. STEP 4: Reverse Perspectives --> Click here for video explaining Step Four In Step 4 each of you will reverse positions. This means that you will present your opposing partne position and, similarly, that your opposing partner will present your position. Use your notes as yo do this, again being as sincere and forceful as you can. Your goal is to show that you understand t opposing side’s background information, and if possible also add new facts or elaborate on those points that you feel can be strengthened. Your audio recording should be less than 4 minutes long.
  6. 6. Directions for Recording Reverse Perspectives Statement: 1) Review again the other side's initial Position Statement. 2) Review again the other side's Rebuttal Statement 1 and 2. 3) Record your Perspective Taking Statement of the other sides' position. 7) Link to YES Perspective Taking Statement video: [Paste URL Below] ↷ 8) Link to NO Perspective Taking Statement video: [Paste URL Below] ↷ Friday [4/16/10]: Synthesis #1 Day 5 involves the first part of Step 5: Synthesis #2. STEP 5: Synthesis #1 --> Click here for video explaining Step Five In Step 5, the final step, you and your opposing partner will now drop all advocacy of your a working together to find a mutually agreeable synthesis of the best and most valid argumen the debate. Your assignment is twofold. First, working together you will write a brief, 125- to 250-word summarizes the best and most valid arguments on both sides of the debate and (b) synthes arguments into a consensus position that is more rational than the two originally assigned p you will be asked to sign this statement, indicating that you agree with it and consider it rea Second, each of you will individually take a short quiz on both positions, followed by a short questions about your experience. Given the asynchronous nature of this activity, Synthesis involves two steps over two conse
  7. 7. the student assigned to the "Yes" position will write a first draft of the Consensus Statement 6, the student assigned to the "No" position will edit the draft and provide a final Consensus Directions for Drafting Consensus Statement 1) Student advocating the "Yes" position will create a first draft of the Consensus Statement directions closely and make your statement around 125-250 words. This statement will be instructor. 9) Consensus Statement Draft 1 by "Yes" Participant: [Type Text in the Box Below Sunday [4/18/10]: Synthesis #2 Day 5 involves the second part of Step 5: Synthesis #2. STEP 5: Synthesis #2 Directions for Editing Draft Consensus Statement: 1) Student advocating the "No"position will edit the above draft of the Consensus Statement final draft as directed below. Please follow the directions closely, making the final statement words. This statement will be graded by the research team. 2) Remember, both students must read and approve the final Consensus Statement, indicat by entering your initials below. Your initials indicate that you fully agree with the final Conse 10) Consensus Statement Draft 2 by "No" Participant: [Type Text in the Box Belo "Pro" Participant - I fully agree with the content of this Integrative Statement: [Initial Below
  8. 8. "Con" Participant - I fully agree with the content of this Integrative Statement: ↶ ALMOST FINISHED! PLEASE PROCEED TO THE FINAL SECTION↷ Sunday [4/18/10] :: Conclusion, Quiz, and Survey Please click on THIS LINK and complete the short quiz and survey. It w approximately 20 minutes to complete.

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