Education: stances in move 2

Stances in 'Introduction': Education - Introduction 3 - Stances in move 2

(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 2
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 2.

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

(N) support Move 1 and anticipate the gap to be indicated in C6

Med Argumentative: to show higher number of

Most subsequent educational critics have shared Hallˇs concerns about the quality of history instruction

5.1

(N) support Move 1 and anticipate the gap to be indicated in C6

Med Argumentative: to show higher number of

and (Most) embraced the recommendation that teachers reform history teaching to make it more effective and engaging.

(Y) indicate the gap: the disagreement between the importance of history education reform and the goals to attain it.

High Argumentative

However, critics have disagreed vigorously about the goals of an improved pedagogy.

(N) support C6

NonArgumentative: to present fact

The language of reform reflects these disagreements, often urging history teachers to choose either student-centered or teacher centered pedagogies.

(N) build on C7

High Argumentative: to proclaim ="we" (History teachers) know

History teachers know that the choices are neither so dichotomous nor so simple.

(N) support C8

NonArgumentative: to present fact

Framing the instructional situation as a set of either-or choices, such as substituting student inquiry projects for teachersˇ lectures, ignores the challenges that history students and teachers face.

(N) support C9

NonArgumentative: to present fact

History is a vast and constantly expanding storehouse of information about people and events in the past.

(N) support C10

NonArgumentative: to present fact

For students, learning history leads to encounters with thousands of unfamiliar and distant names, dates, people, places, events, and stories.

(N) support C11

High Argumentative: to proclaim

Working with such content is a complex enterprise not easily reduced to choices between learning facts and mastering historical thinking processes.

(N) support C12

High Argumentative: to proclaim

Indeed, attention to one is necessary to foster the other.

(N) support C13

Tentative: mental verb to suggest

As How People Learn suggests,

14.1

(N) support C13

NonArgumentative: to present fact

storing information in memory in a way that allows it to be retrieved effectively depends on the thoughtful organization of content,

14.2

(N) elaborate on C14.1

High Argumentative: to proclaim by contrasting

while core historical concepts ¨such as stability and change〃 require familiarity with the sequence of events to give them meaning.

(N) support C10

NonArgumentative: to present fact

Moreover, learning history entails teaching students to think quite differently than their ¨natural〃 inclinations.

(N) support C15

Tentative: mental verb to suggest

As Wineburg suggests,

16.1

(N) support C15

Med Argumentative: to show higher possibility of

historical thinking may often be an ¨unnatural〃 act, requiring us to think outside familiar and comfortable assumptions and world views.

(N) support C15

High Argumentative: to proclaim by emphasizing

Such work, then, requires both substantial knowledge and skill on the part of the teacher to help students learn historical content.