Welcome to IntermediateSenior Methods: Lecture

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Welcome to Intermediate/Senior Methods Lecture
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Debate Night in Canada!

• Please sign the attendance sheet
• Please wear your name tag
• Please sit in groups of four
• Please pick up class handouts

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George Clooney
Jean Van Damme
Eminem
Keanu Reeves
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3 4
Guess the Male Celebrity!
Leonardo Di Caprio
Marilyn Manson
Patrick Swayze
Kurt Cobain
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7 8
Robert De Niro
Tom Cruise
Ricky Martin
Tom Hanks
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Last Lectures Food for Thought!
Intelligence is the ability to avoid doing
work, yet getting the work done.
Linus Benedict Torvalds Born 1969 -- Founder of
Linux Operating System
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Multiple Intelligences Self-Test

• Please take 5-minutes to complete the self-test
• Instructions
• (1) Place a check mark (a positive response)
  beside each question that you would answer Yes
  to. Yes doesnt always mean Yes, but it
  should usually mean Yes.
• (2) Please just go with your first impulse (dont
  think too hard)
• (3) After you finish each category, enter the
  total number of check marks (positive responses)
• (4) Determine the category that had the most
  check marks (positive responses) and write your
  name on the corresponding paper at the front of
  the class
•  

REVIEW
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Howard Gardners Theory of Multiple
IntelligencesSome ideas in this presentation are
adapted from Douglas Gosse Olive Ridler, 2006
Methods Faculty of Education, Nipissing
University
REVIEW
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What is Intelligence?

• Intelligence comes from the Latin verb
  "intellegere", which means "to understand". By
  this rationale, intelligence (as understanding)
  is arguably different from being "smart" (able to
  adapt to one's environment), or being "clever"
  (able to creatively adapt).
• Intelligence (also called intellect) is an
  umbrella term used to describe a property of the
  mind that encompasses many related abilities,
  such as the capacities to reason, to plan, to
  solve problems, to think abstractly, to
  comprehend ideas, to use language, and to learn.
• There are several ways to define intelligence. In
  some cases, intelligence may include traits such
  as creativity, personality, character, knowledge,
  or wisdom. However, most psychologists prefer not
  to include these traits in the definition of
  intelligence.
• Theories of intelligence can be divided into
  those based on a unilinear construct of general
  intelligence and those based on multiple
  intelligences.

REVIEW
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Unilinear construction Vs. Multiple intelligences
Unilinear Construction
Multiple Intelligences
Alfred Binet and the French school of
intelligence believed that intelligence quotient
(IQ) was an average of numerous dissimilar
abilities, rather than a real thing with specific
identifiable properties.
Developed by Howard Gardner (known as MI Theory),
is the premise that human beings have
intelligences in 8 distinct areas.
REVIEW
Howard Gardner
Alfred Binet
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8 Forms of Intelligenceby Dr. Howard Gardner

• Linguistic
• Logical/Mathematical
• Spatial
• Bodily/Kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalistic

REVIEW
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Film ClipMassachusetts School of Law

• Anti-Gardner vs. Pro-Gardner

REVIEW
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In-Class Assignment

• In your current groups of four, complete the
  in-class assignment on multiple intelligences
  (please refer to class handout)
• This assignment will be handed in at the end of
  class and it is worth 5 of your Methods mark
• All members in each group will receive the same
  mark

REVIEW
Your Quick Flip Chart will help you with this
assignment!
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Film Clip Gardners MI Theory Applied to the
Film School of Rock (Starring Jack Black)
REVIEW
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New ContentUsing Debating in the I/S
Classroom!Adapted from Dr. Douglas Gosse
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• What is a debate?
• A debate is a contest or game, where two or more
  speakers present their arguments intent on
  proving each other wrong
• Humans have been debating with one another for
  thousands of year, such as when the serpent first
  debated with Eve on the benefits of eating
  certain fruits in the Garden of Eden.

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• Why Use Debates in the I/S Classroom?
• A Dozen Reasons
• Debates are used to strengthen and extend
  students understanding of an issue and to help
  students develop and demonstrate
• cognitive/abstract/analytical thinking
• research
• public speaking
• citizenship
• etiquette
• persuasion
• logical thinking
• clear/articulate expression
• risk taking
• problem solving
• exploration discovery
• teamwork cooperation.

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• types of debate
• There are many different types of debates that
  have set rules, formats, and guidelines.
• The following two are the most common for the
  Intermediate/Senior levels
• (1) Parliamentary Debate
• (2) Lincoln-Douglas Debate

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• Parliamentary Debate
• From the French Parl which means to speak
• AKA Academic Debate
• This is the debating that goes on in government,
  colleges, universities, and high schools
• There are a number of set rules and guidelines

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• (2) Lincoln-Douglas Debate
• AKA Value Debate
• In an Illinois election of the mid-1800s, Abe
  Lincoln and Stephen A. Douglas debated the
  slavery issue before audiences in different towns
  around the state.
• In an LD debate, two contestants will debate
  topics centered around moral issues or
  propositions of value or preference. E.G. capital
  punishment abortion or euthanasia.

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• Film Clip
• 2008 Presidential Debate Highlights
• Pay attention to tone of voice, facial
  expressions, body language, and choice of words
  while watching the clip

• Sometime debates are referred to as an academic
  slugfest, where carefully-crafted words are the
  metaphoric punches!

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• How Do You Teach Debating?
• The Teacher
• (1) Pre-teaches debating skills and structures
• how do present an argument (negative and
  positive)
• body language
• shows examples (E.G. film clips, transcripts,
  etc.)
• (2) Identifies and assigns roles to students
• (3) Emphasizes the difference between challenging
  ideas and challenging people/personalities
• (4) Discusses the rules/guidelines of the debate

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• Some Considerations for the Teacher
• Debates should not be used until the classroom
  comfort level has been established
• Debates require a clear understanding of the
  value of positive versus negative argumentation
• Debates require an awareness of sensitive, shy,
  or reserved students
• Debates are usually moderated by the teacher

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• Setting the Stage in a Real Class
• The most essential part of a classroom debate is
  finding a topic that the majority of the class
  likes.
• Generally, the presentation of the debate topic
  should be followed by adequate time to research
  the topic. In this time, a discussion of the
  proper techniques of debating should be
  conducted.
• Once the topic has been explored by each student,
  it is time to conduct the debate itself.
• Asking the students to divide themselves based on
  their opinions can backfire since, depending on
  the topic, many of the students will have similar
  views. A more worthwhile and interesting debate
  can occur when viewpoints are placed upon groups
  of students.
• Students are teacher divided (proper academic and
  social mix of students) into various groups of
  stakeholders and one group of judges. The
  stakeholders will be given adequate time for
  research and the Judges also given adequate time
  to design a scoring system.
• Students are then asked to speak based on the
  opinions found from their research, rather than
  views held by themselves.

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• Setting the Stage in a Real Class Cont . . .
• The role of the teacher as moderator is to ensure
  that the rules of debating (as discussed in
  earlier classes), are being followed. The
  moderator also chooses who will speak and makes
  sure each person waits their turn and speaks in
  the allotted time.
• The formal debate should allow each group time
  for a brief opening statement. This statement
  should take the form of an outline of that
  groups opinion concerning the topic.
• Once each group has presented their opinion, the
  moderator should provide pre-determined questions
  for each speaker and then open the floor for
  rebuttals and discussion. This may continue
  until a useful discussion ends or a predefined
  time limit passes.
• Once the rebuttals and discussion are complete,
  the floor is opened for brief closing arguments.
  Finally, the judges determine which group
  presented the most convincing set of opinions.

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Class Activity The Great Debate Mafia Hit
Man Please refer to Class Handout!

• Specific Expectations
• Describe how computers change the ways in which
  people live, work, and communicate
• Identify the social impact of computers and
  associated technologies

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• Lecture Summary / Debate Debriefing
• Class Discussion
• What were some of the educational aspects of the
  debate?
• How can debates be used in all subjects? (Math,
  Phys-Ed, Science, Music, etc.) We all have a
  mandate to teach literacy across the curriculum.
• How can non-speaking students benefit from the
  debate process?
• How can we include students with accommodations
  and modifications in the debate process?

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Food for Thought!
The Cycle of the Five Ds Rules Every Teach
Should Live By! When you can . . . DO When you
cant do . . . DELEGATE When you cant delegate .
. . DELAY When you cant delay . . . DELETE When
you cant delete . . . DO
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Happy Holidays! See you in 2009! Take a
well-deserved break and see you in the new
year! Be safe, be smart, and most of all be
happy!