The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Global Challenges is a required content-based English course for all first-year students in our program. This presentation will focus on course design, development and delivery for this twice-a-week course, with emphasis on learning outcomes, teaching activities and assessment.
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Global Challenges is a required content-based English course for all first-year students in our program. This presentation will focus on course design, development and delivery for this twice-a-week course, with emphasis on learning outcomes, teaching activities and assessment.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
In most classrooms, the days of memorization-focused teaching are gone. Though, we are still in the midst of a transition to building students’ critical thinking skills. Critical thinking leads students to understand and apply information instead of just remembering facts. Paula Johnson, M.A., an IDRA education associate, describes how teachers can foster critical thinking through the integrated use of: substantive student conversations, visual literacy and higher-order questioning. She also gives examples of how teachers can lead structured and unstructured conversations and how to use graphic organizers and foldables to draw more out of students so that they learn to apply what they are learning to their lives.
Also see the IDRA Classnotes Podcast about this presentation at http://www.idra.org/Podcasts/
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
In most classrooms, the days of memorization-focused teaching are gone. Though, we are still in the midst of a transition to building students’ critical thinking skills. Critical thinking leads students to understand and apply information instead of just remembering facts. Paula Johnson, M.A., an IDRA education associate, describes how teachers can foster critical thinking through the integrated use of: substantive student conversations, visual literacy and higher-order questioning. She also gives examples of how teachers can lead structured and unstructured conversations and how to use graphic organizers and foldables to draw more out of students so that they learn to apply what they are learning to their lives.
Also see the IDRA Classnotes Podcast about this presentation at http://www.idra.org/Podcasts/
عن هذا الكتاب:
هذا الكتاب مختلف, لقارئ مختلف
أنت شخص ذكي ، و إلا لما جذبك عنوان الكتاب و لما هممت بقراءة ملخصه! هل تعتقد أن زملاءك في العمل لا يفهمونك؟ شريك حياتك؟ رئيسك؟ أصدقاءك؟ أهلك؟ عملاءك؟ هل تعاني من مشكلة أن الناس لا يفهمونك كما ينبغي لهم أن يفعلوا؟ في هذا الكتاب يحدثنا الكاتب و المحاضر المختص في مجال التنمية الذاتية د.شريف عرفة عن العلاقات.. و هو كاتب ساخر و رسام كاريكاتير كما تعلم, لذلك نعدك أن يكون الكتاب أخف ظلا مما تتوقع
Updating the model accent - Pronuncing Dictionaries in the 21st centuryAVO-Bell
A small investigation on present-day English pronuncing dictionaries and the way they record ongoing changes occuring in the RP accent. It also demistifies Estuary English as a possible alternative to Received Pronunciation as a model accent of Standard English.
عن هذا الكتاب
رواية للكاتب العالمى غابرييل غارسيا ماركيز وتُعد من افضل روايات القرن فقد طُبع منها حتى الان اكثر من 30 مليون نسخه كما انها ترجمت الى ثلاثين لغة
تعتبر هذه الرواية من أهم الأعمال الأسبانية-الأمريكية خاصة، ومن أهم الأعمال الأدبية العالمية عموما. (مائة عام من العزلة) هي من أكثر الروايات المقروءة والمترجمة للغات أخرى
يروي الكاتب أحداث المدينة من خلال سيرة عائلة بوينديا على مدى ستة أجيال والذين يعيشون في قرية خيالية تدعى (ماكوندو)، ويسمون الكثير من ابنائهم في الرواية بهذا الاسم
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
Today’s Agenda
Chapter 6: Culture
Minute Poll
Topic 1: Culture Defined
Topic 2: Learning Culture
Topic 3: Organizational Culture
Introduce CTT Essay
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Ch. 6: Culture & Communication
COM 2801: Introduction to Communication
Fall 2021
Describe This Culture
Where was the picture taken? What leads you to that assumption?
What are the people like/what are they doing inside this establishment? What leads you to this assumption?
MINUTE POLL: https://forms.gle/GSKi7cJBGE7wfvmHA
We make judgments based on cultural artifacts
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1. Culture Defined
First defined by English Anthropologist Edward B. Tylor in 1871:
Culture is “that complex whole which includes knowledge, belief, art, law, morals, customs, and any other capabilities and habit acquired by man as a member of society.”
Simply put: Culture is a set of shared beliefs, attitudes, and behaviors that distinguish one group from another.
In-group v. Out-group
Co-cultures
Intercultural Communication: How people from one group interact with individuals from another group
Difficulties/differences encountered
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We Transact Culture
A scientist is running an experiment and has locked 5 monkeys in a cage. At the top of the cage hangs some bananas. Inside the cage and directly underneath the bananas, there is a ladder. Immediately, one of the monkeys races towards the ladder to climb it and grab the bananas. However, as soon as the monkey started to climb, the scientist sprays that monkey as well as the other four monkeys with ice water. Then a second monkey tries to climb the ladder. Same result, all of the monkeys get sprayed. This same process continues until all five monkeys have attempted to climb the ladder and all monkeys have been sprayed for each attempt. The scientist then replaces one of the veteran monkeys with a newbie. As soon as the new monkey walks towards the ladder, the other four monkeys jump him and beat him up. The scientist then replaces a second monkey. As soon as the second new monkey walks towards the ladder, he is beat up by all the monkeys in the cage – including the first replacement monkey that had never been exposed to the cold water treatment. This process continues until the 5th replacement monkey is put in the cage. He runs towards the bananas and gets beat up by the other four monkeys. The 5th monkey then asks, “why do you beat me up when I try to get the bananas?” The other four monkeys look at one another, shrug their shoulders, and say “Don’t know. But that’s the way we do things around here.”
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2. Learning Culture
Occurs via transaction and performance
Culture is not necessarily geographical
Harold Garfinkel
Ethnomethodology:
Make rules explicit by ignoring them
Make mistakes on purpose
When you think you’ve figured out a group’s “rule” (e.g., traditions, words, mannerisms, phrases), you will be able to test it by the reaction you get when you don’t follow the rule
Ex. Physical violence over talking when in conflict
Teamstervill ...
Using discussion forums to engage students in critical thinkingLearningandTeaching
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Preventing Bullying
Hot Issues & HOT (Higher Order Thinking)
Strategies for Student–Centred Dialogue
Empowering students to adopt values-based behaviour
Presenter: Dr Toni Noble
Adjunct Professor
Faculty of Education
Australian Catholic University
toni@bounceback.com.au
www.bounceback.com.au
Step by Step Instructions on Teaching Strategies
COOPERATIVE CONTROVERSY
Purpose
To develop and expand students’ understanding of a topic; for students to practise the
skills of taking different perspectives and evaluating arguments; to use as a formative
or summative assessment task
Summary
In pairs, students are asked to identify two arguments in support of a topic-
related controversial proposition (Pair A) and two arguments against it (Pair B).
Each pair presents their arguments to the other pair. Then the perspective is
reversed and pair A is now asked to identify one reason AGAINST the proposition
which is different to the two already identified by Pair B. Pair B is asked to
reverse and identify another argument IN SUPPORT of the proposition. Each pair
presents to the other again and then together they negotiate to decide on the one
strongest argument for and the one strongest argument against the proposition.
Finally the group of 4 negotiates to decide whether they are FOR or AGAINST the
proposition
Follow up can take many forms such as: writing a paragraph to sum up their position
and the arguments that support this position (identifying the strongest one); reporting
their position to the class in some way (e.g. as a summary poster of 40 words)
This strategy is based on the work of David Johnson and Roger Johnson. For
more information see:
Johnson, D. W., & Johnson, R. T. (1995). Creative controversy: Intellectual challenge
in the classroom (3rd ed.). Edina, MN: Interaction Book Company.
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Multi-view (HITS & HOTS, 2010)
This cooperative structure gives students an opportunity to practise their
perspective-taking skills. Students work in groups of four to consider a controversial
issue from each of the perspectives of the key people involved. They identify four or
more people who are likely to have different perspectives and then they consider
their likely needs, wants, concerns, rights and responsibilities. In each group of four
one student takes on one of the 4 perspectives and answers questions from the
others in the group from that point of view. Then the group reflects on their group
perspective on the issue.
Examples
Cyberbullying: Any four of these perspectives: the targeted student (and
perhaps their parents), the ringleader of the bullying, a class teacher, a
bystander & the principal
SOCRATIC CIRCLES
The Socratic Circle explores a controversial or provocative issue related to a
current topic or text for which students have prepared and made notes. A leader
begins with a question that is open-ended and has no right or wrong answers and
leads discussion. The class sits in two circles. Speakers sit in an inner circle and
practise using good thinking questions and responses. Observers sit in an outer
circle, take notes on how well the Speakers used good thinking questions and
responses and give them feedback when the discussion concludes. Speakers and
observers then swap places.
Classroom Organisation
Students initially work in pairs. Later half the class sits in an inner discussion circle
whilst the other half sit in an observation outer circle. Students conclude working in
small groups.
Teaching Ideas
A Socratic circle can be used to discuss any ‘big ideas’ such as:
Current controversial events or issues (e.g. how can our community respond to the
problems created by alcohol and violence?)
Important classroom or school issues (Can bullying ever be eradicated in a school
and what can we do about it in our school? )
Issues that arise from texts, history, philosophy, works of art etc (e.g. should this
book/film be recommended for students next year? Did this illustrator/director
deserve to receive the award they were given? (or should they have been
nominated and why?)
Social justice issues (e.g.why are so many people homeless and what can we do
about it?)
Issues that arise from particular curriculum topics (e.g. why do so many young
people smoke?[Health]; How can we encourage more people to continue to play
team sports when they leave school?[PE];
Socratic circles can also be used to discuss a text or an aspect of a topic in an in-depth
way
Materials and Preparation
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Decide how long the Socratic circle will last for and whether students will move
between the inner discussion circle or the outer Observation circle
prior to a Socratic circle research and/or re-read appropriate material on the
general topic or texts chosen.
Generate about 10 relevant and interesting discussion questions on the topic for
the circle leader to use. If you plan to have students swap over half way you may
need more questions.
Prepare enough classroom space to enable students to move their chairs into 2
concentric circles.
Prepare one icy pole stick /token/card per student using four different colours and
a container so each student can randomly be assigned into one of four colour
groups
Rules for Socratic circles BLM for display or give every student a copy.
one copy of the Observation Sheet (BLM) for each student in the outer circle
Socratic Circles
Step 1 (in pairs)
Pairs spend 5 minutes preparing key points on the chosen topic.
Step 2
Form an inner discussion circle and an outer observation circle. Outer circle
groups observe the students with the same colour in the inner circle.
Step 3
Outer circle: Read through the Observation checklist with your colour group
before the discussion begins. Your job is to watch the students with the same
colour as you in the inner circle and to tick the checklist when you see them
behaving in that way.
Inner circle: Read and share the Socratic inner circle ‘rules’.
Step 4
The inner circle discusses the topic for 10 minutes while the outer circle
completes the Observation checklist. The inner circle leader keeps the discussion
moving by asking further questions.
Step 5
After 10 minutes, each outer circle colour group gets together and spends 2
minutes comparing their observational data.
They combine their data. The outer circle then gives feedback to the inner group
with the same colour.
Step 6
Swap: Inner circle students now become the outer circle students and a second
discussion circle is conducted. The colour connections remain the same. The new
leader now asks the questions that were not asked in the first inner circle.
THEME PARK
In a group, students create a hypothetical theme park based around a broad
topic. They first use the Theme Park Planner to identify five important things for
people to learn about their theme and then use the Theme Park Features to
brainstorm what features could be included in their Theme Park to teach these
five important things. They also decide on a name for theme park they create
Teaching Ideas
Animals (SafariRama, Equinasia, Herptile Park, Rodentville, Insectland)
Antarctica (Frozenworld; Penguin Paradise)
Egypt (Pyramiddia)
Electricity (Sparkyworld)
Planet Earth (Weatherworld, Rainforest Dreams; Ecoland)
Gold (Goldworld)
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All teaching strategies from Hits & Hots. Teaching + Thinking + Social Skills. Pearson Education.
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The Body or Health (Gastroworld, Nutriland)
Literature (Literatureland)
Space and Flight (Lunar Park, Aviation Destination)
Materials and Preparation
Identify a suitable topic that is broad enough to provide a lot of options.
Students will need opportunities prior to this activity to learn about and
research the information that will be the basis of the Theme park.
one copy of the Theme Park Features BLM per group for students to use to
prompt creative thinking
one enlarged Theme Park Planner BLM for each group
UNDER THE MICROSCOPE
Students work in groups of four to use this cooperative multi-level thinking tool to
consider (for example) an idea, object. procedure, system or concept. Under the
Microscope consists of 7 laminated thinking ‘lenses’ similar to the lenses of a
microscope) which are randomly distributed to students in the group. Each student is
responsible for 2 or 3 ‘lenses’ & they lead, facilitate and record notes from their
group’s discussion on those ‘lenses’. The discussion moves in sequence from Lens 1 to
Lens 7. Students put an object, idea, concept etc ‘under the microscope ‘ in order to
examine it in more detail. The different lenses focus on: its description and function,
its most important and useful features, its links to other things, its past and future
development, how life would be different without it, its impact on the lives of the
students and their responsibilities in regards to it.
Teaching ideas
The following types of objects, ideas, procedures, systems or concepts can be put
under the microscope:
Five year marriage licenses that need to be renewed
Unemployment benefits
Ban on students wearing any clothing that indicates their religion to school
Hunters shooting feral animals for sport in order to assist the government to
cull them
Fox Hunting
Day light savings
Conscription
English not compulsory in yr 11 and 12
A National identification card
The Ten Thinking Tracks
(HITS & HOTS, 2010) and Eight Ways at Once, 2005)
Students work in groups of five. Each student is given responsibility for leading the
discussion from the perspective of two of the 10 tracks and taking notes about what
the group says. Visual laminated ‘tracks’ are used to form a pathway towards a
decision. It is used with propositions such as: the abolition of unemployment
benefits, zoos; lowering the driving age, a national identity card etc.
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Ten Thinking Tracks
Clearly state the issue or problem to be discussed
What is it How would this work in real life?
What do we already know about this?
Knowledge What do we need to know more about and how can we find this out?
Is this similar to anything we already know about?
What are the good aspects of this? What positive outcomes could happen?
The Bright Side What good opportunities could this provide?
What are the not-so-good aspects of this?
The Down Side What problems could possibly happen?
How does this make you feel? (Use feeling words eg pleased, excited, worried)
Feelings How might this affect the feelings of any of the people involved
What changes could make this better?
What could be added, removed, reduced or altered to improve it?
Improvements
Have we made any assumptions that could be challenged?
Thought Are we using a trustworthy source of evidence?
What unanswered questions are still bothering us?
Police
Do we have enough evidence for what we have been saying?
How well does this match our expectations of what we want?
Are there any safety or legal issues involved?
Are there any moral dilemmas?
Have we considered the impact on smaller groups eg people with disabilities, the elderly,
different cultural groups etc?
Is it fair?
Are there any parts of this which are not fair to one gender?
Are there any big-picture or global issues that need to be considered?
I-think What opinion does each one of us have and why? ( ‘I think…… because…….’
What is our joint conclusion when we put our ideas together
We-think and negotiate?
What are our main reasons for this decision?
Can we sum up the opposite point of view?
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