Scribd
Upload
336 views3 pages

Examine Both Sides

Examine Both Sides (EBS) is an exercise that encourages students to explore differing viewpoints on an issue and understand the reasons and justifications for those views. The procedure involves generating an unbiased statement about an issue, organizing information about both sides using tools like a Venn diagram or PMI chart, and evaluating students' understanding of both perspectives using criteria like essays or written pieces. The goal is for students to look at issues from multiple angles to improve critical thinking skills.

Uploaded by

api-318415696
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
336 views3 pages

Examine Both Sides

Examine Both Sides (EBS) is an exercise that encourages students to explore differing viewpoints on an issue and understand the reasons and justifications for those views. The procedure involves generating an unbiased statement about an issue, organizing information about both sides using tools like a Venn diagram or PMI chart, and evaluating students' understanding of both perspectives using criteria like essays or written pieces. The goal is for students to look at issues from multiple angles to improve critical thinking skills.

Uploaded by

api-318415696
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 3

Examine Both Sides (EBS)

Description
Examine Both Sides is an 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 preskill 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_______________________________________________________

______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

You might also like