Examine Both
Sides (EBS)
Description
Examine
Both Sides is a exercise that encourages participants to explore differing points
of view on a subject and the reasons and justifications for holding these
views. EBS is connected to critical
thinking, the search for truth. It is a pre-skill for debating or for academic
controversy and encourages students to look at both sides of an issue in more
depth than they usually would.
Procedure
What is the point of the lesson?
To understand both
sides viewpoint and reasons for holding such views.
To apply their new
found understanding to another form such as an essay?
To evaluate a
piece of writing on the subject?
In other words,
this can be a lesson in itself, or form a foundation for further objectives.
How can you generate a statement/question which allows
for equal exploration of both sides of an issue?
Read your
statement/question carefully. Is it bias free or equally biased for both sides?
Does it set reasonable parameters on the dimensions of the exploration? i.e.
not too wide, not too narrow
How do you Organise the Information?
Which organizer
such as PMI, Venn Diagram etc. is
most appropriate for the type of content being explored? How can the class best
be organized? Quiet seat work? Pairs? Groups? What is the most helpful way
of reporting their findings?
How do you Evaluate the Exercise?
How will I know
that they really do understand both sides of the issue? What criteria will you
use to evaluate the understanding?
Link to Outcomes
Students recognise when and
what information is needed, locate and obtain it from a range of sources and
evaluate, share and use it with others. Students describe and reason with
patterns, structures and relationships in order to understand, interpret,
justify and make predictions.
Dynamic Strategies
Evaluation/Reflection
Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett & Carol
Rolheiser
Examine Both
Sides (EBS)
Issue__________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ For__________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ Against_______________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________