Education: stances in move 1

Stances in 'Introduction': Education - Introduction 3 - Stances in move 1

(1) Select an 'Introduction' (2) Select a move in that 'Introduction' (What is this?)

Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 1
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 1.

Title: "They Thought the World Was Flat?" Applying the Principles of How People Learn in Teaching High School History
Author: Robert B. Bain
Book: How Students Learn: History, Mathematics, and Science in the Classroom (2005)

Clause

Making Move?
(Y/N)

Stances

Move 1, "Establish a Territory," Introduction 3 (*green = Stance Keywords)

(Y) Generalized observation about poor high school history pedagogy

Non Argumentative

For at least a century, educational critics and school reformers have pointed to high school history teaching as the model for poor and ineffective pedagogy.

(N) elaborate on the problem in C1

Tentative

History education, Hall observed, involved generally unprepared teachers who used ineffective methods to turn history into the driest of school subjects.

(N) support C1-2

Non-Argumentative: to describe fact

"The high educational value of history is too great," Hall explained, "to be left to teachers who merely hear recitations, keeping the finger on the place in the text-book, and only asking the questions conveniently printed for them in the margin or the back of the book."

(N) endorse a viewpoint

HighArgumentative

In a call to instructional arms, Hall and other late-nineteenth-century reformers urged teachers to move beyond lecture, recitation, and textbooks, asking them to ¨saturate〃 history teaching with more active historical pedagogy.