Teacher's Question of the Week

Q: Is there a lesson plan using the Elements of Reasoning?

A. The following excerpt is taken from the SBCC Student Success grant materials. Go to <lss.sbcc.net>, and select "Student Success", then "1999", and finally "Problem Solving". An entry on the Elements of Reasoning will be there, as will be several other entries on the same topic.

Several options for use of the materials exist ranging from minimal to maximal time use in class. The following options range from smallest to largest amount of in-class time use:

a. Introduce the "Elements of Reasoning" worksheet by making an overhead of a blank form, and generate a problem, issue or question from the class. By engaging the class in discussion based on the concepts, vocabulary and prompts on the worksheet, a class consensus may be developed about what to enter under each category.

If the class needs more direct instruction due to unfamiliarity with the vocabulary words and concepts, the instructor should first present a completed worksheet based upon a real question, issue or problem important to him or her. (One example I use is how can Alaska maintain the pristine purity of the natural environment while enhancing the basic quality of living, i.e. housing, urban planning, medical and social services, etc., by developing alternative economic ventures, other than the oil pipeline.)
The words on the worksheet are integrated in class lectures and discussions to promote familiarity with the terms and more thorough thought processes.

b. The students (after being introduced to the worksheet in class) may be asked to use the "Elements of Reasoning" worksheet to prepare and organize ideas prior to writing one of the class essays. One option is to require students to hand in the worksheet as part of a draft on which teacher suggestions can be made for revision; another option is to require that the worksheet be turned in with the final copy.

c. The students use the "Elements of Reasoning" to prepare a report on an issue, question or problem to solve. They research outside sources for the "Information" category, including interviewing individuals knowledgeable in the field pertinent to their chosen topic. They explore their own assumptions and point of view, as well those of authors and interviewees. They focus their discussion of the issue, question, or problem in light of certain important concepts. (They can use the Concept Diagram from the DSPS 77: Writing & Reading Strategies course packet to develop concept formation, if needed.) Students consider all the data, devise solutions to the problems, and think clearly about short-term and long-term implications of their conclusions.

Each student is responsible for presenting his or her reasoning on the topic to the class. If the class is small, students should sit in a circle; if the class has a large number of students, divide into small groups of about seven. After the presentation, the students ask the presenter questions, and the presenter takes charge of the discussion. Usually the instructor doesn't have to intervene unless the group is veering off the topic or clearly wasting precious time and the presenter is not conscious of it. The discussion usually brings out a variety of perspectives. The leader should make an attempt toward the end of the given time to summarize the discussion and note any questions that are worthy of further pursuit.

Each student should fill out a feedback sheet to be given to the presenter. The instructor can design the feedback page to fit desired objectives, but usually sections asking for an overall response and for suggestions for further study should be included. The instructor may wish to collect the feedback sheets first before distributing them as they are usually quite interesting; however, some students may prefer to keep the feedback confidential.

Organizational Structure: One of the decisions the instructor makes is how many students to have in each group if the class roster is large. Since each student needs time to present and lead the discussion, two students can report in one 90 minute class period and one student can realistically report in one 50 minute class (in order to develop a meaningful, in depth dialogue). This means if there are seven students per group, this could take seven class periods in a 50 minute class, with time for the instructor to present some material at the beginning. Or it would take 3.5 class periods for a 90 minute class. I found that it was well worth the time in class because each student distinctly feels the responsibility to organize a good report and direct the discussion well, and participants must use active listening skills and raise questions that show an understanding of the concepts and terms on the worksheet. Students are receptive to each other, and much is gained from a student-run discussion. Many interesting and even shocking facts come out pertaining to social issues that the instructor may not very easily elicit through teacher-directed discussion. It is important to observe and guide the discussion to support students who are having a difficult time when necessary.

Possible Problems: One of the problems that arises is students may focus on personal narratives for the sake of verbal expression rather than develop critical thinking skills through dialogue. The instructor has to decide what is allowable. For example, if a student clearly needs to express emotions in relation to an issue, i.e. date rape or homelessness, it is wise to allow that discussion to progress, with an eye to drawing out options for solving problems. Referral to Health and Wellness may be necessary at times. It is important for the student in charge not to let one individual dominate the discussion but to draw out comments, perspectives and ideas from all students in the group in a non-threatening way through questioning.

Another problem might be that students have little background in critical thinking and confuse it with daytime TV discussions. The instructor then needs to continue to use the terms in class discussion and role model thinking aloud about any type of issue, question or problem to provide more background for students throughout the term. See also the entry on "Reflection" under the Wellness category; encourage students to devote a definite amount of time reflecting daily.