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USING CONTROVERSIAL DIALOGUES AND ROLE PLAY IN THE TEFL CLASSROOM

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USING CONTROVERSIAL DIALOGUES AND ROLE PLAY IN THE TEFL CLASSROOM Rashid A. Moore Nova Southeastern University TESOL FRANCE 2005 November 18, 2005 – PowerPoint PPT presentation

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Title: USING CONTROVERSIAL DIALOGUES AND ROLE PLAY IN THE TEFL CLASSROOM


1
USING CONTROVERSIAL DIALOGUES AND ROLE PLAY IN
THE TEFL CLASSROOM
  • Rashid A. Moore
  • Nova Southeastern University
  • TESOL FRANCE 2005
  • November 18, 2005

2
What is a Structured Controversial Dialogue
(SCD)?
  • adaptation of the constructive controversy
  • utilizes a cooperative learning strategy where
    students work in small groups, argue multiple
    sides of an issue in the hope of moving students
    from their advocacy position to a position that
    considers or synthesizes all perspectives.

3
What is an SCD?
  • Instead of using more formal academic language
    features, structured controversial dialogues
    allow students to frame complex thoughts in a
    simplified language that resembles social
    conversational language.
  • Because of an ELL's greater familiarity with
    spoken language features, the SCD provides
    natural scaffolding for students to understand
    and interpret complex content and reasoning.

4
Advantages of Using SCDs
  • searching for information and new experiences to
    resolve a dilemma or an uncertainty
  • organizing information
  • preparing an advocacy position and rationalizing
    the position

5
Advantages of Using SCDs
  • seeing issues from different perspectives and
    learning to debate the merits of each position
  • synthesizing issues and conceptualizing a new
    position or reaching consensus based on careful
    analysis and evaluation of all positions of the
    issue.

6
SCD Procedures 1
  • Students form groups of six and divide into 3
    pairs.
  • Each pair is assigned an advocacy position.
  • Student pairs from different groups with the same
    positions can compare ideas after becoming
    familiar with the positions. Student pairs
    highlight the main arguments for their position.

7
SCD Procedures 2
  1. Student pairs return to their original group and
    present their position to the other two student
    pairs. Each pair then switches perspectives with
    the other two pairs and present the best case for
    the other two positions.

8
SCD Procedures 3
  • Groups now prepare a short dialog discussing the
    three positions and provide supporting evidence.
    They may choose several characters to present
    different points of views. Each group must
    present a dilemma for the other groups to solve
    by posing a question that advocates three
    positions. Each dialog must be given a short
    title that captures the controversial problem.

9
SCD Procedures 4
  • Groups exchange their dialogs and prepare a
    response to the dilemma. Students should drop
    their advocacy role and prepare a consensus
    report addressing the question posed

10
Do SCDs take students to higher order thinking?
  • SCDs absolutely take students to higher levels of
    thinking through discussion and exposure to
    multiple perspectives
  • 3 or more viewpoints would allow the student to
    go beyond dichotomous thinking that is
    traditional Side A or Side B thinking as in a
    debate
  • Can you think of a 3rd or 4th perspective that
    could be addressed in the Digital Pirates
    dialogue?

11
Create a SCD for current events in France
  • You will create an SCD for a role play which
    discusses three distinct perspectives on the
    civil unrest in France recently.
  • 1) The perspective of the rioters
  • 2) The perspective of the French government
  • 3) The perspective of a far-right wing political
    party

12
Take into consideration such things as
  • Grievances of the North African and African
    immigrant communities in terms of racism,
    discrimination, lack of job opportunities, life
    in the suburbs, etc
  • Concerns of the government in maintaining law and
    order, integrating immigrants into French society
    on government terms, financial constraints on new
    initiatives, etc.
  • Beliefs of the right-wing political parties on
    the issue of immigration, role of immigrants in
    French society, notions of what it means to
    French, etc.
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