Education: stances in move 3

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

(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 3
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 3.

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

(Y) announcing present research descriptively

Non Argumentative

This chapter addresses the challenges high school history teachers confront every day

21.1

(N) support 21

Tentative: to indicate a condition

when, facing large classes, and the required use of textbooks,

21.2

(N) support 21

NonArgumentative: to present fact

they try to engage students in the intellectual work of learning and ¨doing〃 history.

(N) support 21

Tentative: to indicate a condition

Given the demands on history teachers and the intellectual challenges students face while learning history,

22.1

(N) support 21

Tentative: to propose a question

how might high school history teachers use the ideas found in How People Learn to construct history-specific instructional environments?

(Y) announcing present research descriptively

Non Argumentative

As a veteran high school history teacher with over 25 years of experience, I begin by showing how I cast traditional history topics and curricular objectives as historical problems for my students to study.

(N) support C23

Tentative: mental verb to hypothesize

Reformers have long argued that

24.1

(N) support C23

HighArgumentative: to proclaim by countering

historical inquiry ought to be part of history teaching,

24.2

(N) support C23

HighArgumentative: to proclaim by countering

but often teachers see it as something either on the margins of instruction or as a replacement for traditional teaching.

(Y) announcing present research descriptively

Non Argumentative

This chapter takes a different approach to place inquiry at the heart of instruction.

(Y) announcing present research descriptively

Non Argumentative

Using a case study developed around my studentsˇ studies, I focus on ways teachers can restructure familiar curricular objectives that engage students in historical thinking.

(N) support C26

NonArgumentative: to present fact

Formulating such historical problems is a critical first step in history teaching.

(N) support C27

High Argumentative: to proclaim by countering

But it is not sufficient simply to add problem formulation to the extant history curriculum and pedagogy.

(Y) announcing present research descriptively

Non Argumentative

This chapter goes beyond problem formulation to suggest ways teachers might design history-specific ¨tools〃 to help students do history throughout the curriculum.

(N) support C29

NonArgumentative: to present fact

These modest cognitive tools¨mindtools〃 as David Jonassen calls themprovide useful ways to help students grapple with sophisticated historical content.

(Y) announcing present research purposively

High Argumentative

Again drawing on my experiences with my students, this chapter makes a case for transforming lectures and textbooks from mere accounts of events into supports that help students grapple with historical problems

31.1

(N) support C31

NonArgumentative: to present fact

as they learn historical content

31.2

(N) support C31

NonArgumentative: to present fact

and construct historical meaning.