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__Can You Convince Me? ReadWriteThink Persuasion Map __ This resource is an interactive whiteboard activity that allows students to jointly create a Persuasion Map that structures and refines an argument. In print it is a graphic organiser that provides a framework for students to write their arguments. Students begin by defining their thesis or stance on the argument. They then identify three reasons to support their argument, and at least one fact or example to validate each reason. Students can work in a linear sequence or navigate and refine their map in the manner of a brainstorm. This resource is part of a short unit of work titled Can You Convince Me? by Emily Manning of the International Reading Association's Read Write Think program. This American unit is aimed at students in Years 3-5 but would translate well to a Stage 2 level in NSW schools. This resource is focussed at addressing the 'discuss' nature of the PDHPE focus outcome. The author notes Petit & Soto's research that students can better construct their own meaning and access their prior learning by participating in a discussion exercise that is not intimidating (Manning, 2010). This resource is hence a structured and safe framework in which students can voice their ideas and present their arguments and reasoning. Though it is aimed at improving students' persuasive writing, this resource also acts as a structure and scaffold for students to refine their argument in. Winch, Johnston, March, Ljungdahl, & Holliday (2006, p. 405) state that informal and formal debates as a classroom activity develop students' thinking, speaking, listening, cooperative and collaborative skills. Encouraging and prompting whole-class discussions as part of structured debates is part of the teaching strategy of collaborative learning. Cooperative learning involves a group of students working together to achieve shared goals and maximise individual learning and the learning of others (Johnson & Johnson, 1999, p.25). In this task the shared goals are developing an argument to be presented in a debate. Gillies' research (2006, p. 283) on student talk during collaborative learning research found that open group discussions allowed clarification of ideas and was a catalyst for promoting deeper thinking. Hence by focussing on the 'discussion' aspect of the outcome through group talking and listening exercises, deeper thinking about the topic of safety is encouraged. = = //By Kathleen Warren //
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Gillies, R. (2006). Teachers' and students' verbal behaviours during cooperative and small group learning. British Journal of Psychology, 76 (2), 271-287. Johnson, D. &. (1999). What makes cooperative learning work. In D. M. Kluge (Ed.), JALT Applied Materials: Cooperative Learning (pp. 23-36). Tokyo: Japan Association for Language Teaching. Manning, E. (2010). Can You Convince Me? Developing Persuasive Writing. Retrieved September 29, 2010, from ReadWriteThink: http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-persuasive-writing-56.html?tab=5#tabs Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, Writing and Children's Literature (Third ed.). South Melbourne: Oxford University Press.
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