Arguing a Point: Part A

Learning task 5: Is there a "right answer"? Listening to each other

Dimension of effective practice	Learning task	What to notice
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 purpose To further develop students’ understandings about engaging in logical reasoned argument so that they can: address their own identified needs in arguing and better meet the criteria for effective argument as they argue orally, observe argument, and/or report on argument. Teaching and learning 1. Select a topic that will stimulate an argument for which there is no clear answer. You could use The Baroness's story (Word 22KB) or Survival (Word 42KB) or you could choose another dilemma that relates closely to students’ cultures/interests [e.g. debating]	Do the students display a clear understanding of reasons and evidence? How well can they express their views, reasons, and evidence? Can the students who are new learners of English understand their classmates?
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.	Key Competency: Relating to Others 2. Divide the class into small groups, using effective strategies for grouping students (Word 25KB) . One student in each group will take on an observer role, using the task sheet for observers (Word 28KB) . Put a time limit on the activity. Groups will need to report back on their opinions. Allow time for observers to comment, too. 3. Explain the task and the learning purpose, making explicit links to the students’ strengths, their learning needs as identified through their initial spoken task [Task 1 ] and progress demonstrated since then. Discuss the role of the observer in each group as one who will be noticing how effectively each student is contributing to the argument. Work with a group and/or observe selected students from the groups to prompt them to provide evidence or reasons for their point of view. Prompt the students to use the vocabulary and sentence structures you have focused on during the lessons.	How do you know? How well can they use language to express their views, reasons, and evidence? How do you know this?

Learning task

What to notice

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 purpose

To further develop students’ understandings about engaging in logical reasoned argument so that they can:

address their own identified needs in arguing and better meet the criteria for effective argument as they argue orally, observe argument, and/or report on argument.

Teaching and learning

1. Select a topic that will stimulate an argument for which there is no clear answer. You could use The Baroness's story (Word 22KB) or Survival (Word 42KB) or you could choose another dilemma that relates closely to students’ cultures/interests [e.g. debating]

Do the students display a clear understanding of reasons and evidence? How well can they express their views, reasons, and evidence?

Can the students who are new learners of English understand their classmates?

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.

Key Competency: Relating to Others

2. Divide the class into small groups, using effective strategies for grouping students (Word 25KB) . One student in each group will take on an observer role, using the task sheet for observers (Word 28KB) . Put a time limit on the activity. Groups will need to report back on their opinions. Allow time for observers to comment, too.

3. Explain the task and the learning purpose, making explicit links to the students’ strengths, their learning needs as identified through their initial spoken task [Task 1 ] and progress demonstrated since then. Discuss the role of the observer in each group as one who will be noticing how effectively each student is contributing to the argument.

Work with a group and/or observe selected students from the groups to prompt them to provide evidence or reasons for their point of view. Prompt the students to use the vocabulary and sentence structures you have focused on during the lessons.

How do you know? How well can they use language to express their views, reasons, and evidence? How do you know this?

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Arguing a Point: Part A

Learning task 5: Is there a "right answer"? Listening to each other

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