From Superficiality to Well-Reasoned Arguments: Learning to Explain

Students who can explain their ideas have a much more powerful ability to reason and argue a point, but how do you teach someone how to become a better explainer? Chris Curtis highlights some ways his school has leveraged writing and oracy tasks to increase the complexity of their writing.

Exploring Explanation

We live in a fast world and it has become a natural expectation that good things arrive quickly, whether it be food, clothes or entertainment. There is no surprise that students think that this translates to their own writing and reading. We see this in the frustration students have with books, because the engagement isn’t always instantaneous, unlike in a film where music, lighting, special effects are working to enthral a viewer the second they start to watch. Students want quick answers and this translates to giving quick answers in their work.

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To examine historic evidence to draw conclusions and reach informed opinions."
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      string(5640) "Activity 7: Instructions  World War II©Imaginative Minds Ltd.Activity 7: Can the bombings of Hiroshima and Nagasaki be justified?PurposeTo examine historic evidence to draw conclusions and reachinformed opinions.Curriculum FocusHistory – Understand the diverse experiences and ideas, beliefs andattitudes of men, women and children in past societies,  identify andexplain change and continuity within and across periods of historyidentify, select and use a range of historical sources, evaluate thesources used in order to reach reasoned conclusions, present andorganise accounts and explanations about the past that are coherent,structured and substantiated, use chronological conventions andhistorical vocabulary.Communication – Oracy, reading, writing.ICT – Structure, refine and communicate information, produce apresentation.Thinking Skills – Identify the problem and set the questions to resolveit, suggest a range of options as to where and how to find relevantinformation and ideas, ask probing questions, build on existing skills,knowledge and understanding, evaluate options, use priorknowledge to explain links between cause and effect and justifyinferences/ predictions, identify and assess bias and reliability,consider others’ views to inform opinions and decisions, determinesuccess criteria and give some justification for choice.P4C – Feeling empathy.MaterialsIncluded in this pack:Activity sheet 7a – Student introductionActivity sheet 7b – Hiroshima before and after the bombingActivity sheet 7c – Detonations of the atomic bombsActivity sheet 7d – The effects of the atomic bombs(Warning: Contains graphic images of survivors of the bombings)Activity sheet 7e – Enola Gay and BockscarActivity sheet 7f – StatisticsActivity sheet 7g – Eyewitness accountsYou will also need:Internet access, ropeGroupings Whole class, four or five Activity 7: Instructions  World War II©Imaginative Minds Ltd.Procedure Before sharing any of the activity sheets with the pupils, there aretwo activities that would lend themselves to P4C. They areAgree/Disagree line and Decision Alley. Only one activity isundertaken not both. It is an excellent way to provoke thought andactivate prior knowledge. The group discussion and presentationthen allows pupils to make links between their prior knowledge andnew knowledge.Agree / disagree lineWrite up the statement, ‘Can the bombings of Hiroshima andNagasaki be justified?’ There is a huge debate surrounding thiscataclysmic event. Some believe it is justified while others do not.Before looking at any of the activity sheets, tell the pupils they willhave to decide whether it was justified or not. Lay the rope acrossthe floor and ask the pupils who agree with the statement to standon one side of the rope and those who don’t to stand on the otherside of the rope. Those who cannot decide stand on the rope, butthey must come to a decision before the end of the session. Thegroups discuss their choices with each other and share their reasons.They need to listen to each other and be prepared to change theirminds.Decision AlleyThe class is divided in half and stand in two lines opposite each other,creating an alley. Pupils take it in turns to walk through the alley. Thepupils on one side of the alley give their reasons why the bombingscan be justified, the pupils on the other side give their argumentagainst. After each pupil has walked through the alley, they come toa decision as to which side of the alley they should join. The pupils sittogether at the front of the class and respond to questions from theother pupils.• What have you decided? Can the bombings be justified?• Why do you think that?• How would lives change if the atomic bombs had not beendropped?Finally, take a vote.Discuss activity sheet 7a with pupils. Present them with the otheractivity sheets. Explain that the pupils will look at the evidence theyhave been given and also have access to the internet if they wish tolook for any other evidence.In their groups, the pupils will examine all the evidence and discussits impact. They need to keep in mind the overriding question ofwhether or not the dropping of the Atomic Bombs was justified.After group discussion, the pupils can present their arguments as a Activity 7: Instructions  World War II©Imaginative Minds Ltd.group or individuals.They could support their presentation with a PowerPoint, but thePowerPoint is only to support spoken arguments and not to be thepresentation itself. 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Creative Teaching & Learning

WWII Activity 7 - Can the bombings of Hiroshima and Nagasaki be justified

14 May 2018

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Creative Teaching & Learning

Activity 7 Resource Pack: Can the bombings of Hiroshima and Nagasaki be justified?

6 Jan 2014

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      string(5672) "in the form of an answer to the question. Whether they answer yes or no, they must support their conclusion with a reasoned argument, supported by evidence. A Mystery Thinking Frame is provided to scaffold this presentation. An irrigation machine on a potato field in Australia.There are no predetermined right answers – each group will come to their own conclusions. The important thing is that they justify their conclusions with a coherent argument derived from the evidence. During this process they will inevitably draw on moral and ethical issues and arguments. The thinking frame on which arguments should be summarised has been adapted from the Activating Children’s Thinking Skills project, and aims to promote metacognitive skills through making visible the kind of thinking pupils have been engaged in – in this case, how to construct an argument with premises and a conclusion. Learning Objectives Through carrying out this activity, pupils will: develop an understanding of the impact of animal rearing on climate change gain increased political literacy regarding local, national and global issues improve skills in aspects of listening, speaking, reading and writinguse higher order thinking skillsfeel prepared to hold a position on an important topic that causes much controversy in the world todayResources A set of statements below to be photocopied, cut up and placed in an envelope for each group of three to four students. A Mystery Thinking Frame for the group to record their answers. NB Some teachers may want each student in the group to have their own frame to support homework set after the lesson or for revision purposes. Preparation Cut out the statements provided and place them in an envelope, one for each group. Write the Mystery question on the front of each envelope: Should we change our animal rearing and/or meat-eating habits? Photocopy a blank Mystery Thinking Frame for each group. Introduction Organise mixed-ability groups of three to four children and give each group an envelope and a Mystery Thinking Frame. Explain that the pupils will be behaving like detectives trying to solve a mystery. The slips of paper in the envelope contain clues to help them. Emphasise that there is no right answer, as long as pupils can support their conclusion with evidence. The following four factual statements can be displayed on the whiteboard to help the students understand the context for the mystery: The world’s population is expected to stabilise by 2050 at 9-10 billion people (currently 7 billion). All these people have to be fed. Global warming is a gradual increase in the overall temperature of the earth’s atmosphere, caused by increased levels of greenhouse gases such as carbon dioxide and methane. Intensive animal farming or industrial livestock production, also called factory farming, is a modern form of farming, and refers to the industrialised production of livestock, including cattle, poultry and fish, in confinement at high stock density. A feedlot is a type of animal feeding operation which is used in factory farming for finishing (fattening) livestock prior to slaughter. It mostly refers to beef cattle, but can also apply to pigs, horses, sheep, turkeys, chickens and ducks. Main Exercise This Mystery investigates the role of intensive animal rearing in the production of gases that contribute to global warming. The statements stimulate the students to consider whether or not we should continue with current intensive meat production and with our increasing levels of meat eating. Their own eating habits and their attitudes towards animals and the environment will influence how students respond to the statements. The issues under consideration are ethical as well as practical and are contestable; there are no unassailable right answers. Students need to be clear what their reasons are for the conclusions they come to and support their conclusions with evidence from the statements. Ask pupils to read the key question before opening the envelopes and spreading out the statements. Explain that they are going to use the statements to answer the key question, which will involve sorting the statements into groups and identifying links between them. 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Climate Curriculum

A Mystery for Geography or Science

30 Oct 2020

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      string(5696) "tenacity, grit, self-control and related habits, we believe that there are essentially four habits of a tenacious thinker, which break down further into twelve sub-habits.  Centre for Real-World Learning’s Model of TenacityOur definition is applicable across the broadest possible range of subjects.ConfidentTenacious people are aware of their own self efficacy. This means they are learning-oriented rather than performance-oriented. They have a growth mindset or learn to develop one. Not hung up on trying to look clever, they actively seek opportunities to learn through challenge, mistakes and self-evaluation. Having weighed up their own performance, they will actively make a plan for change. In the moment, they will also draw on past experience to inform their own actions. They will step outside the bounds of what is comfortable to them in order to improve. Sub-habits of the confident learner are learning from mistakes, self evaluating and challenge-seekingAn example of being confident in a primary school might be a school policy that requires all classrooms to have a Learning from our Mistakes wall on which pupils are encouraged to annotate the lessons they have learned from their own and others’ mistakes. ControlledTenacious individuals are able to self-regulate. They can use self-control when required, to avoid distractions. They can focus on tricky tasks, seeing them through to completion. They work diligently, tolerating short-term boredom when practising the less interesting aspects of a skill. They develop routines for themselves that prepare their minds and their environment for different kinds of endeavours. Routines can be modified depending on the situation, but involve such practises as checking equipment, reading ahead and planning. Sub-habits of the controlled learner are controlling impulses, deferring gratification and sticking to a routine.An example of being controlled in a secondary school could be a discussion activity in a PHSE session where students are invited to think of situations when they find it difficult to control their natural impulses (to shout, get angry, hit someone, etc.). Each example is written on a card and these cards are then shared with other students who come up with practical suggestions for better control or delay of strong feelings.CommittedTenacious learners take a long view of things. They are able to persevere through difficulty because they can see the value of overcoming a problem to arrive at success. They have the wisdom to know when to quit. They don’t persist with something ‘just because’ but make sure their rationale is sound. They are able to put both success and failure into perspective, refusing to dwell on what is past or to generalise single mistakes into evidence of their own inadequacy. Sub-habits of the committed learner are seeing beyond the immediate, keeping things in context and staying optimistic.An example of being committed in a primary school might be to identify characters from children’s stories who display perseverance and create a display highlighting the kinds of things that they do.ConnectedConnected learners understand the importance of engaging with other people and seek them out. While believing that their own actions and opinions have real worth, they recognise that these can be improved by interaction with skilled others. They seek out talented and committed peers in areas of their interest recognising the power of learning from and with others who are more advanced than them.Sub-habits of the connected learner are valuing own contribution, seeking feedback and engaging with interest groups.An example of being connected in a secondary school could be the establishment of expert advisory groups for all sixth form subjects with a termly meeting of parents and local community members where adult experts give short talks on topics of relevance to the curriculum – English and journalists, art and design and artists, etc. Why tenacity matters todayDeveloping tenacity is not just a nice-to-have – it’s critical. Here are just four reasons why.Tenacity leads to higher performance. A tenacious learner persists despite obstacles and failure. Of course tenacity in itself does not necessarily imply an ‘overcoming’ of problems. One has to know how to overcome the problem. A study by Arslan et al. (2013) found a useful connection between aspects of tenacity and an individual’s metacognitive awareness – a person’s knowledge and regulation of their own ‘cognition’. It will mediate their regulation of effort, recognition of need for assistance, or deployment of learning strategies. Self-efficacy and associated concepts of challenge-seeking, and the valuing of their own contributions have consistently been shown to be associated with school achievement. Tenacity underpins social mobility. In 2012, the All Party Parliamentary Group on Social Mobility published a report after reviewing evidence about social mobility. It concluded that ‘personal resilience and emotional wellbeing are the missing link in the chain’. In the USA similar arguments have been made by Richard Reeves and colleagues (2014) at the Brookings Institute. Tenacity is valued across societies and cultures. James Heckman (a Nobel Prize winner in Economics) and Tim Kautz (2013, p. 6) list a range of character skills that are ‘crucial to success in economic and social life’. A large number of these character skills relate to aspects of tenacity – perseverance, self-control, trust, attentiveness,"
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Creative Teaching & Learning

Teaching Tenacity

17 Jul 2018