What is the different approaches you can use for teaching controversial versus noncontroversial subjects. Identify the subjects and then provide a specific example of each type of instruction?
I've done this type of thing quite deliberately. It's not hard to figure out.
If you want kids to write about and/or debate on one or both sides of an issue, then you can demonstrate both sides of an unassigned issue as an example. Here's one I used:
Illegal immigrants should not be refused medical help or education in California.
That's clearly very controversial -- how would you demonstrate to students ways to present both the pros and the cons for this issue.
Here's another:
If parents want to pay for private education for their children, no one will object.
That's not controversial. How would the presentation of pros and cons differ from the first topic I gave you?
The main thing I think, in controversial subjects, is to make the students realize there are differing points of view, and the teacher has to stay neutral and let the students defend sides. Examples above are good.
Others
Should ninth graders be allowed to drive cars to school?
Should driving on the school campus require maintaining specific GPA?
Now on noncontroversial topics, it is not as necessary for the teacher to stay neutral.
In teaching world history, it's important for students to understand the differences and similarities between major religions.
The teacher can carefully and without bias present this information.
These are this year's and next year's National debate topics.
Policy Debate 2008-2009 Topic
Resolved: The United States federal government should substantially increase alternative energy incentives in the United States.
2009-2010 Topic
Resolved: The United States federal government should substantially increase social services for persons living in poverty in the United States.
One way to work in class is to divide the class in half, use class time for the halves to work together. Then after a week to schedule a debate, let one group of four debate for 10 min, then switch in another group of 4. After the hour, then let the whole class by secret ballot vote on which side presented the best argument. The next week, then we would spend at least one day analyzing the arguments that had been presented, and whether they were valid or falacious. The students enjoyed the process.
When it comes to teaching controversial versus noncontroversial subjects, there are different approaches that educators can take. The approach chosen depends on factors such as the subject matter, the level of maturity of the students, and the educational objectives.
For noncontroversial subjects, the focus is primarily on conveying objective information or factual knowledge. Examples of noncontroversial subjects include mathematics, grammar, or scientific principles. In this case, instructional methods can include:
1. Direct Instruction: Teachers present information and concepts explicitly, focusing on clear explanations, demonstrations, and examples. For instance, in teaching mathematical concepts like addition or fractions, the teacher might use a step-by-step method and provide guided practice for students to master the skills.
2. Inquiry-Based Learning: Students are encouraged to actively explore and investigate concepts through inquiry-based activities. For example, in a science class, students might be given a lab experiment to discover the properties of different materials and draw conclusions based on the evidence they gather.
Now, when it comes to teaching controversial subjects, which involve contrasting opinions or sensitive topics that can provoke emotional responses, different approaches are necessary. Examples of controversial subjects include politics, religion, or social issues. Two common approaches for teaching controversial subjects are:
1. Balanced Approach: Teachers present multiple perspectives on the issue to foster critical thinking and understanding. For instance, in a history class discussing a controversial event, the teacher might present different accounts and interpretations from various sources. This allows students to evaluate different viewpoints and develop their own informed opinion.
2. Facilitated Discussion: Teachers guide students through structured and respectful discussions, emphasizing active listening and open-mindedness. Students are encouraged to express their own viewpoints while also considering and appreciating divergent opinions. For example, in a sociology class addressing a social issue, the teacher might facilitate a debate or a Socratic seminar where students share their thoughts and engage in thoughtful dialogue.
It is important for educators to create a balanced and inclusive learning environment, fostering critical thinking, respectful communication, and empathy while addressing both noncontroversial and controversial subjects.