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Global Perspectives Using the Critical Path to Plan Lessons

The Critical Path Deconstruction Detailed analysis of a ‘research question’ or an argument embedded in a perspective, defining terms and clarifying point of view. Reconstruction Considering the wider context and alternative perspectives. Identification and evaluation of evidence / reasoning for and against competing points of view Reflection Consideration of own point of view, taking into account the strengths and weaknesses of the arguments and perspectives discussed during deconstruction and reconstruction. Presentation Communicates argument, ideas and conclusions in a clear, accurate and convincing way. Deals with at least two perspectives.

Choose a topic Choose a question Open discussion to find out where students start Define terms Clarify viewpoint Consider other ways of thinking Establish a starting point

Topic – impact of the internet What sort of questions might you ask? What terms would you need to define? What different perspectives might there be? What other questions would arise from discussion? What activities would you devise to get students thinking about these issues?

Clarifying ideas – make progress Students need ideas and information Role of the teacher versus role of the student –Stimulus activities –Teacher led discussion –Student research –Student led discussion –Gradual progression towards independence

Initial Phase and the Critical Path During the initial phase deconstruction begins –Clarifying terms –Making reasons for holding a viewpoint explicit –Understanding others’ reasons Reconstruction begins –Initial consideration of other viewpoints Reflection begins Presentation begins

Deconstruction Introduce a text. Focus on the reasoning Discuss ideas but focus on reasoning supporting them –Why do you think that? –How does X support their view? –Does your argument answer X’s or just disagree with it?

Reconstruction Introduce a text from an alternative viewpoint Deconstruct the reasoning used to support this perspective Build up the context –What other perspectives might there be? –How does the starting point affect the perspective? –What evidence is needed to support each viewpoint?

Reflection Ask students to consider their own viewpoints –Does new information affect their opinion? Why? –How do they feel about the alternative perspectives? –Can they understand why other people might hold these different beliefs? –How would they persuade other people to change their mind?

Presentation Students write a reasoned case Students present orally Students discuss Students produce posters Students produce leaflets Students produce blogs / web pages

Planning a lesson Setting an objective –Should students know something new? –Should students be able to do something new? –Should students practise (hone) a skill? –Should students become more independent? How rigid? –One skill such as deconstruction? –A number of skills bound together? How teacher led? How can you use your existing skills?