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Arguing a Point: Part A

Learning task 1: Engaging your learners in an argument!

Dimension of effective practice	Learning task	What to notice
Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.	Students’ needs: Deliberately build on their interests and cultural prior knowledge wherever possible. Consider previous oral work completed by the students: what were their strengths and needs’ then? Teaching and learning purposes To explain the choice of the theme Arguing a Point and to clarify the learning expectations for students so that they can: identify their own strengths and needs in relation to presenting persuasive texts be able to reflect on their own learning	What are the common strengths and learning needs among your students?
Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.	Teaching and learning 1. The teacher starts the lesson with an argument! Either, the teacher presents [models] their own two minute argument for/against an issue or select a clip from the Internet [e.g. http://nz.youtube.com/debate ] relevant to the class.
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	2. Ask for feedback: what were the key points? How did it try to convince? What kind of language was used? 3. Explain the teaching purposes of the lesson and make links to similar work done previously by the students and prior knowledge. 4. Gather a range of appropriately provocative topics on the board – teacher and student supplied – that invite for and against arguments [the topics in past 90053 Formal Writing exams are a helpful start].
Partnerships are collaborative relationships that contribute to and support children’s learning. Each learner lives in a network of significant people, including their teachers, family, peers, and specialist teachers. Effective teachers recognise the need for, and actively promote, partnerships within these networks.	Key Competency: Relating to Others: 5. Students work in pairs, and each pair is linked to another. One pair will present the argument for, the other against. 6. Give them ten minutes to prepare some ideas/notes. Students need to be aware that they will argue first one side then the other. Teacher needs to circulate during this, observing how they speak.
Expectations are the ideas that teachers, children, parents, and communities have about children as learners – about their knowledge and expertise, their progress, and their achievement. Teachers’ expectations shape all aspects of their practice. They impact on learners’ patterns of progress as well as on their achievement.	7. Use the 90/60/30 speaking structure: the ‘pro’ pair speak for 90 seconds, the ‘con’ pair for 60 seconds and the ‘pros’ reply for 30 seconds. While one team speaks, the other team listens to the points as this will help them in the repeat round – they can make notes if they wish. 8. Repeat the above process, but this time the pairs swap and argue the opposing side: they may only manage to repeat some of the other team’s points – but often they will add range and detail, making connections. Key Competency: Managing Self: 9. Students complete a self and peer assessment sheet (Word 34KB) before submitting it to the teacher for their comments. This information informs subsequent teaching in this sequence.

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