Blok 1 groep 4 Programma vandaag Terugblik opdracht Vooruitblik en Tussenevaluatie Debat Five commonplaces Schwab curriculum content learner teacher Milieu Where do we teach ID: 642708
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Slide1
GSTPGO1 Onderzoek in Onderwijs
Blok 1, groep 4Slide2
Programma vandaag
Terugblik opdracht
Vooruitblik
en Tussenevaluatie
DebatSlide3
Five commonplaces
(
Schwab
)
curriculum
content
learner
teacher
Milieu
Where do we teach?Slide4
Content
Millar, R.,
Klaassen
, K., &
Eijkelhof
, H. (1990). Teaching about radioactivity and
ionising radiation: an alternative approach. Physics Education, 25(6), 338.Duit, R., Komorek, M., & Wilbers, J. (1997). Studies on educational reconstruction of chaos theory. Research in Science Education, 27(3), 339-357.Ma, L., Ferguson, J., Roper, M., & Wood, M. (2007, March). Investigating the viability of mental models held by novice programmers. In ACM SIGCSE Bulletin (Vol. 39, No. 1, pp. 499-503). ACM
.Slide5Slide6
ist vs.
soll
Helpen
blauwe
contactlenzen bij dyslexie?Onthoud je meer van aantekeningen maken op papier?Werkt leerstijlgericht
onderwijs?Moeten we voor
masteropleidingen selecteren
?Zijlstra (2010) -> doorstroommasters afschaffen, alle masters selectiefBussemaker (2015) -> ingrijpen als toegankelijkheid in geding
komtMoet de leerkracht meer invloed hebben op het
schooladvies?Is de rekentoets
nodig (en zo ja met of zonder context)?Willen we 21st century skills / Maker-Ed / Ipadscholen?Is de leraar verantwoordelijk voor de
motivatie van alle leerlingen?Slide7
Why debate?
To exercise in
setting up an argumentation for a point of view
articulating your argumentation
critically analyzing your opponent’s arguments in
order to refute them
To learn a new way of presenting yourselfSlide8
Features of debate
Structured
discussion, rules about who speaks when
Speakers
’ aim is to convince judges and
audiences
I.e.: address the audience, not your opponent!Argue your case, not simply state itA way to structure your argumentation is to label argumentsCritically examining the opponent’s argumentationInteraction: refuting what the opponent just put forwardRole play: you argue for a point of view that is not necessarily your ownSlide9
Formulate a coherent (and plausible!)
line of argumentationSlide10
Make your argument SEXI
State
What is the core argument?
EXplain
Why is it plausible?
NB: The logic supporting your argument should be robust and well thought through as your opponents will try to shoot holes in it.
IllustrateHow can you clarify your argument?Name facts or examples that support your argumentSlide11
UU ‘College debates
’ format
Team preparation (8 min)
Public votes
Opening statements (A; proponents and B: opponents, 3 min each)
Reaction phase (members of the two teams try to refute the other team’s arguments and ask questions to reveal weaknesses in the other (10 min. total)
Closing statements team’s (1 min each)Jury statements (groep C)Public votesPlenary discussion with audience (groep D) & instructorSlide12
Focusing the debate
To prevent many arguments going back and forth without a clear focus, think of the following questions:
What should be the key question in this debate, according to your team?
What does your team have to prove (or refute) in order to win this debate?
What is your most important argument to support this point? -> This is the point to start your opening statement and end your closing statement with!Slide13
Stelling voor vandaag
Het is de verantwoordelijkheid van de leraar om alle leerlingen te motiveren voor de leertaak.Slide14
Voorbereiden
groepen
A
:
Voorstanders
B
: TegenstandersC: Jury(D: Publiek)