Argumentation CPD
In speed dating the students listen and respond to each other in pairs but then move to other partners. In the first video the teacher sets this up using the example of a 'dolphin', and posing the problem of whether it is fish or a mammal. With their first partner, students take it in turns to tell each other whether the dolphin has fish like or mammal like features. In the videos following we see the students exploring their prior knowledge to describe these features. In doing so they are setting up the evidence base from which to make a claim - fish or mammal.
-
Task One
Identify a context in a lesson you will teach soon where you could use verbal tennis and speed dating. Discuss how you will organise these group work activities. Try out the techniques with a class and then discuss with your colleagues what skills the students are developing which will help them participate in group work and develop argumentation skills.
Next Steps:
You have now completed speed dating, the last section in the Group Work Skills module. Click the button below to move onto the first section of the next module, card sort.
-
Video 1 - Introducing speed dating
The teacher introduces 'speed dating' in the context of animals. Each student has to provide reasons to justify why a dolphin might be considered a fish or a mammal. Note how the teacher takes time to organise the students using numbers.
-
Video 2 - Student participation
Students engage in the first stage of speed dating. Note that they find it challenging - they 'run out of ideas'. The teacher can help students to explore the evidence for arguments, which you will see in CPD unit 2.
-
Video 3 - Extending speed dating
The teacher explains how to set up the second stage of speed dating, using the numbering system. Why do you think the teacher asks the students to swap their position (i.e. fish or mammal) in the second stage of this group work? How does this help build students' skills and understanding of argumentation?
Another way speed dating can be done is in an open area where students can form an inner and an outer circle. For the second stage, students would move one place clockwise to talk with a new partner.
-
Video 3 - Part two - Extending speed dating
The teacher explains how to set up the second stage of speed dating, using the numbering system. Why do you think the teacher asks the students to swap their position (i.e. fish or mammal) in the second stage of this group work? How does this help build students' skills and understanding of argumentation?
Another way speed dating can be done is in an open area where students can form an inner and an outer circle. For the second stage, students would move one place clockwise to talk with a new partner.
-
Video 4 - Student response
The teacher uses a mini plenary to provide an opportunity for students to identify how and what the verbal tennis and speed dating activities have helped them learn. After he has given them about 15 seconds to think about this, he asks for some reflections. What do the students' responses show about the value of these group work activities?
In this clip the teacher also organises groups for the next activity. He has a list of the groups, one to six, on screen and tells the students which table each group must go to.
