Module 11: Decision-Making through the Exploration Strategy

This module discusses the remaining content-centered approach developed to prompt students to make decisions based on materials found in the textbook. Unlike previous content-centered lessons, the Exploration approach focuses on the book's resource or dilemma and questions designed to reach the four elements of decision-making discussed in the module. This method is intended to, over time, teach students to ask their questions when reading material from the textbook.

Module Notes

Decision-Making: Exploration

Often, students may encounter information, data, a situation, materials, or even events in time that do not require them to decide on how to resolve a problem or conflict. In such times, students should be encouraged to explore the details of a situation and find ways to make it more relevant to their lives. The Exploration format serves as a regular exploration and reaction task that enables students to consider a situation, themselves, a set of data, or textbook materials by framing responses to a set of questions. These are questions students can learn to ask themselves to explore other situations independently in the future.

The exploration format contains two components:

1. A resource that provides information linked to the focus of learning. The resource may be provided through one of the several varieties of media, print, or traditional learning outlets. For example, teachers might select for students to explore the following material discussed/covered in class:

a. Political cartoons

b. Webcasts

c. Experiments

d. Simulations

e. Magazine articles You can take any one of these

f. Items found on the internet (teacher-vetted) that align with your

g. Youtube clips curriculum and makes an

h. Movies activity. Most will use a case

i. Case studies study or primary resource,

j. Primary resources but all apply!

k. Maps

l. Speeches

m. Television or news stations

As the list suggests, teachers can vary the instructional media or material for exploration activities to gain student interest.

2. A set of questions relevant to at least three of the four elements (Conceptual, Relational, Valuation, and Decisional) of reasoned decision-making.

Unlike other decision-making / content-centered lessons, this approach does not have a list of options or arguments. Instead, these questions are designed to help students comprehend available information, generate interconnections with the resources about curriculum, and consider and make decisions based on students’ values and criteria.

Teachers and students use and encounter resources such as textbooks, video clips, or primary resources as they study and learn content. To learn in situations where little to no structure or directions are provided, students must pose questions that enable or guide them to generate information from the resource or situation. Often, teachers ask questions, conduct student searches for information, and respond to the final approach.” When there is no consistency in the type of pattern of teacher questions, students become dependent upon the teacher to serve as the guide and solution to their problems; thus, teaching students to ask questions is vital for the student to learn how to generate their questions for understanding and resolution to issues, dilemmas, etc.

The set of questions that students answer should contain the following:

a) One question is designed to help students conceptualize (to see the idea or general problem in their head) available information in the resource.

b) One question considers possible relationships within and among the available resources.

c) One question is intended to help students express feelings or values associated with the resource(s).

d) One question designed to improve student shows their choices and possible or desired consequences, policies, reasons, and decisions.

The goal is that after students have written individual or group responses to these questions, the stage is set for a class discussion designed to examine their thoughts, reactions, and feelings that made up their exploration.

The following lesson is an example of an Exploration decision-making lesson. You will notice that all the required components/steps are included in the case below. To get a sense of this strategy and format, assume the role of the student.

Who is Right?

For this lesson, you must consider the four individuals' beliefs about law, order, and law and order. The opinions of the four people may be expressed below:

Citizen 1: Mr. Abrams, “I believe in the law. Citizens should always be protected from unreasonable search and police interrogation. Those who seek order are most likely to be those who will risk losing an individual’s fundamental freedoms. To the extent that the search for social order risks the freedom of persons, those who believe in order are hostile to the fundamental rights of citizens. Criminals should go unpunished than a single innocent person be punished.”

Citizen 2: Mr. May, “I believe order and stability must be maintained. A person must feel safe in their home and safe to walk the streets. Those who would sacrifice to maximize certain individual freedoms are likely to make freedoms meaningless. Innocent citizens should not be punished. However, persons guilty of acts that threaten order and stability must receive punishment. If I had to choose between law and order, the order is what I would want to see enforced. You should ignore the law to maintain order.”

Citizen 3: Mrs. Smith, “Both social stability and the protection of individuals through the law are critical. However, when a decision must be made between public order, the law should be protected at the expense of order. This means I am willing to tolerate certain actions and demonstrations that threaten to disrupt current conditions as long as existing laws are not violated.”

Citizen 4: Ms. Tara, “Both social stability and the protection of citizens by due process of law are crucial. Nevertheless, when a decision must be made in which either social stability or law is taken away, social order and stability must be protected at the expense of law and following the law. In short, while I believe in public order, it is far more important than our society has ordered. I think this even if we occasionally suspend or break the rules to obtain a better society.”

In this particular case, I used a case study to illustrate the perceived differences between “law” and “order.” This can be utilized in a government class when discussing the constitution and personal liberties. The exact issue can be the same. For example, one could quickly build on gun control, immigration, environmental concerns, etc., to this argument. When each of the following questions was designed, I used, when possible, the characteristics located in module three. I recommend you examine this document when considering the issues below. Also, modify or design your own based on the case above!

1. In your words, what position does each of these four people take? This question was written to provide or “frame” the long-term issue or big picture. If you reflect on Module Three – this style or type of question relates to the Conceptual thinking approach. Why? It asks the student to describe and clarify the available information.

2. How does Mr. Abram’s position differ from Mr. May’s about law and order? How does Mrs. Smith differ from Ms. Tara? Here, I ask the students to compare and contrast the statements concerning one another and analyze each account. In this case, the Relational thinking approach is used.

3. How would you define “law” and “order” in this activity?

4. Which of the four positions most closely matches your beliefs? In the case of questions three and four, the Valuation thinking approach was used. In this case, students are asked which they might prefer based on their values and beliefs. This is true with the definition of terms. Your description of a right or privilege may be very different from mine. Example: Look at our government!

5. Which of the four positions is most likely to maintain justice?

6. If a politician runs on a “law and order” platform, which of the above positions would he or she likely endorse?

7. Which of the four positions above would possibly provide criminal support? Questions five, six, and seven aim to allow the student to consider options or decisions based on the material provided. Students have considered all information presented and, in effect, must decide. Thus, the Decision thinking approach and its categories were used when appropriate.

Readings and Guiding Questions:

Please read or listen to the following material in the order provided. In addition, to help one better reflect on each reading, questions may accompany each article/book chapter or webcast. These questions are to help one better understand the material. They are not required to be submitted for review unless marked otherwise.

Chapter 8: Decision-Making Episodes Requiring the Exploration Decision Strategy from Robert Stahl's book adds dimension to the module’s notes.

REQUIRED ASSIGNMENTS FOR MODULE 11

Online Web Discussion – Read each of the questions below.  After doing so, select all questions to focus your discussion.  Please make one thoughtful, original posting (a direct response to your chosen question) and at least one thoughtful response to a classmate's posting. 

Original Student Response is due by Thursday, 28 March, at 11:59 p.m.

Response to a peer(s) is due by Monday, 1 April, no later than 7:00 a.m.

Discussion Question #1: Based on the first example of an exploration lesson, which of the four positions most closely matches your beliefs?

Discussion Question #2: What are the perceived benefits of such an activity (if any)?

Assignment: Either a Negotiation OR an Invention Lesson: You must construct either a Negotiation or Invention. This lesson is due in the "Negotiation or Invention Lesson" dropbox by 7:00 a.m. on 1 April.

Online / Kialo Activity: The Right to Bear Arms = 5 Points This online debate centers around the concept of who should have the right to bear arms and the second amendment. Once the module notes are read, and all examples are explored, please go to the link below and respond to the statement posted. You are graded on the following: 1) two original claims – statements, comments, or suggestions originated by you (2 points); and 2) you must respond to your peers’ claims, statements, comments, or suggestions. You must make three contributions (3 points). All claims and responses must be completed by 7:00 a.m. on 1 April.

https://www.kialo-edu.com/p/97617be1-cb8a-40bb-8725-a634702422d1/124394

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