DEMO: Teaching the 21st Century Student

4 To achieve the learning objectives and develop critical thinking, stu- dents naturally continue the analysis with taking a stance regarding the binary question. This analysis helps the learners to organize argu- ments and defend their point. To enhance learning, a proper cooperative learning technique should be chosen. For a binary analysis involving two opposing poles, a pair coop- eration is suitable, for example peer dialogue (Ch. 1.1.1) or peer read- ing (Ch. 1.1.2). Pairs may also join into groups of four, as described in the three-phase dialogue (Ch. 1.2.1) . Another alternative for cooperation is the jigsaw (Ch. 1.2.4) technique, in which opinions are gradually formed in expert andmixed groups, assembling the results fromboth opinion views. Jigsaw is particularly appropriate when multiple resources are available. In case the opinion poll in the class is almost equal, the class may be di- vided into opinion groups (Ch. 1.3.2) . The learners may, however, also be assigned to work in groups regardless of their personal attitudes, such as buzz groups (Ch. 1.3.1), as practicing to see the others’ perspective is also important. The binary analysis of data in classes usually prepares for further speak- ing or composition practices. The group cooperation may be summarized through a chosen class presentation fair (Ch. 4.2) or may lead to training for argumentation skills (Ch. 4.1.3), later applied within a relevant group debate format, for example grilling (Ch. 4.3.1), academic debate in four (Ch. 4.3.2), discussion web (Ch. 4.3.3), or devil’s advocate (Ch. 4.3.4). The binary problem approach may further serve as an outline for a writ- ten summary (Ch. 5.1) or for a properly structured argumentative es- say (Ch. 5.3.1). Binary analysis is frequently used as one of the methods in larger compositions such as academic posters (Ch. 5.5.2) or theses (Ch. 5.5.3) when a dilemma or a problem is being analyzed and solved .

Your students must know the importance of being able to orient within a topic as well as work- ingwith a large bank of arguments, to be able to defend their point in discussions involving two sides. Prior to any debate or argumentation, give your students time to prepare. Teach them to use T-graphs or tables. Encourage themto anticipate the other side’s arguments by stepping in their shoes, and training not to focus solely on themselves. Tomake a strong case, they should demonstrate profound familiarity with both sides of the story. Speakwith your students about the importance of a good preparation, the advantages of understanding both sides of the opinion spectrum, as well as the life significance of being challenged with varied opinions.

TEACHER TIP

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