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Ground Rules For Productive Debates
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- The five steps are as follows
- Jigsaw Jigsaw
| 5 Ground Rules For Productive Debates:
Start with a well-defined objective and a spirit of inquiry. Everyone is on the same team. We're comrades, not adversaries. ... No making things personal. ... Keep the debate about facts, logic, and the topic at hand. ... Be intellectually honest and humble. The five steps are as follows: Introduction. Express your message and why it's important to your audience, as well as yourself. Statement of fact. Break down the general thesis of your argument into smaller parts. ... Confirmation, or proof. ... Refutation. ... Conclusion. There are actually many ways to promote active and innovative learning. One of the ways is through Debate method. As has been explained above, Debate method has been proven to be an active as well as innovative method that offers activeness of the students. This method is seen to be successful because it can encourage almost all learners in the class to be involved actively in the learning. Based on the EFL experts, this method cover almost all English skills like listening, speaking, note taking, expressing arguments, etc. In an advanced level, debate will trigger reading habits because in conveying arguments, learners should first seek and find the right arguments through reading. These overall activities will optimistically create an innovation in learning. Questions: What is the debate? Why is debate important for students? What do you need for a debate? How do you keep a debate going? What are the 5 steps in a debate Jigsaw Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lessons across the school, and encourages children to try to reflect that learning in their behaviour and attitudes. The jigsaw technique was developed and named in 1971 at the University of Texas, Austin by Elliot Aronson as a way for students in recently desegregated schools in Austin to interact in the classroom in a way that would reduce suspicion and distrust. Aronson has since written widely on the jigsaw technique, focusing on the benefits of jigsaw for reducing hateful behavior and increasing cooperation in the classroom. Since the 1970s, other educators have adopted and adapted jigsaw for use in a wide variety of classroom, lab, and field situations at all levels from grade school to graduate education. The benefits of the technique clearly extend beyond more positive student interactions. Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world. There are six Puzzles (half-term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or exhibition (like the Garden of Dreams and Goals) to be shared and celebrated by the whole school. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs. Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals). Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members. With this strategy, each student in the "home" group serves as a piece of the topic's puzzle and when they work together as a whole, they create the complete jigsaw puzzle. жүктеу/скачать 167,52 Kb. Достарыңызбен бөлісу:
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