Once teachers and students are familiar with the group work strategies that can be used in argumentation activities, teachers can consider more deeply their own role in an argumentation activity. It is a good idea to think about the activity in three phases, how it is introduced to the students, what happens while they work in small groups, and how the activity is finished. Having a good plan is essential, and teachers may like to use the links to the example lesson outlines while they work through this unit, in addition to the resources being used by the students.
Introductory episodes that feature group work are shown in Unit 1, in this unit there are other clips that show more general aspects of introducing and modelling argumentation activities.
One of the most challenging aspects of teaching argumentation can be the role to choose as a teacher whilst students are working on small group discussion. Taking on an effective role and deciding what to say to students relies on moment-to-moment decision-making. For example, deciding when to question for justification, when to provide information, or when to stand back and monitor the discussion without intervening. However, strategies for interacting effectively can be planned for and practiced.
In viewing these sections, it will be useful to have background information about the lesson context either from working through Unit 1, or from looking at the relevant lesson outlines.
During a transition between one activity and the next, or when finishing an argumentation lesson, teachers need to consider what to say and how to resolve argumentation outcomes. There are different techniques and questions to be considered. How do you resolve different arguments, particularly in science contexts where one position is in conflict with established scientific knowledge? Where does the argumentation activity go next? What happens if the students leave with a puzzle? What might be the consequences of conducting a plenary in a particular way?
This CPD unit has been developed by AstraZeneca Science Teaching Trust for use by science teachers in the UK.
Unit authored by Shirley Simon, Paul Davies and Jillian Trevethan at the Institute of Education, University of London. Website design by Graphite Digital.
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