Questioning for Controversial and Critical Thinking Dialogues in the Social Studies Classroom
The importance of student dialogue when discussing critical and controversial issues is discussed... more The importance of student dialogue when discussing critical and controversial issues is discussed. By utilizing simple frameworks and being knowledgeable of different types of questioning, questioning strategies and classroom power and culture a teacher can develop vibrant, positive and cognitively powerful student discourse. In successfully doing so the instructor can develop high levels of critical thinking and empathy towards others while broaching controversial issues in the Social Studies classroom.
Many states incorporate some form of media literacy and evaluation in their Social Studies standa... more Many states incorporate some form of media literacy and evaluation in their Social Studies standards. In Common Core, a major standard calls for the understanding and development of the credibility of sources, a higher order thinking skill necessary for the Effective Speaking and Listening standard for 11 th and 12 th graders. But what are the views of the teachers who develop these strategies and are they aware of media bias and contradiction? This study illustrates the results of a survey sent out to high school social studies teachers about their perceptions of television media. Results suggest that there is a discrepancy between high school social studies teachers' perceptions of television news for personal viewing as compared to classroom use.
The conceptualized view of war and the events associated with war often does not conform to a uni... more The conceptualized view of war and the events associated with war often does not conform to a uniform belief system among students and adults. Many students have differing interpretations of the recent Gulf War and the ongoing War on Terrorism; expressing an individual and potentially contradicting views and perceptions when presented moral dilemmas. The intent of this research was to investigate how students’ reason and react to war related moral dilemmas through a fictional wartime scenario. Results of the study suggested that while most students chose morally “easy” or popular choices, some students had great difficulty justifying their actions.
Teaching Controversial Issues in the Social Studies: A Research Study of High School Teachers
The Clearing House, 2009
Controversial issues must be studied in the classroom without the assumption that they are settle... more Controversial issues must be studied in the classroom without the assumption that they are settled in advance or there is only one right answer in matters of dispute. The social studies teacher must approach such issues in a spirit of critical inquiry exposing the students to a variety ...
Mark Twain‟s writing became darker, more pessimistic later in his life. Beset by a continuing, de... more Mark Twain‟s writing became darker, more pessimistic later in his life. Beset by a continuing, decade‟s long financial trouble and the death of two children (his son died in infancy and Suzy, his eldest daughter, died while he was abroad) he pursued questions of morality, religion and ethics more openly. Always found in his writings, his later works were more profound in scope and utility for such controversial topics. “Was it Heaven? Or Hell?” was one of his latest pieces. Mark Twain would continue to experience trauma that influenced his writing; he later witnessed the death of both his wife and youngest daughter (Jean). Twain would perish just a few months after Jean, dying in Bermuda in 1910
A working paper on how to use common E-Learning platforms to incorporate critical thinking and re... more A working paper on how to use common E-Learning platforms to incorporate critical thinking and reflection into traditional and hybrid formatted curriculums. Definitions and conceptual framework of both constructs are discussed and their benefits towards cognitions and reflection are highlighted. Best practices, including examples of previous courses are presented as well as the pedagogy and planning necessary for readers to implement successfully into their own courses. Paper also includes strategies and techniques for possible use
Delineating common traits or adjectives found in Transformative Leadership and the Five Factor Mo... more Delineating common traits or adjectives found in Transformative Leadership and the Five Factor Model of Personality (FFM) the paper makes the statement that similar traits can also be correlated to teaching, with all three processes delineated into a singular model. Designated as the Triadic Trait Model, the outliers are correlated by their shared traits or adjectives. The paper also asserts that these processes, especially teacher leadership, can be associated to the classroom teaching dynamic. Background and history of both the Transformative leadership Model and the Five Factor Model are included.
Online social networks such as Facebook have changed the context and definitions of socialization... more Online social networks such as Facebook have changed the context and definitions of socialization. Focusing on teacher use, this article considers the size and impact of these forums and the importance many young professionals feel toward them. Themed as a common sense approach, the author uses anecdotal points and discussions with teacher-educators in examining possible ideas that may foster teacher buy-in and compliance toward institutional-level policy.
Many states incorporate some form of media literacy and evaluation in their Social Studies
standa... more Many states incorporate some form of media literacy and evaluation in their Social Studies standards. In Common Core, a major standard calls for the understanding and development of the credibility of sources, a higher order thinking skill necessary for the Effective Speaking and Listening standard for 11th and 12th graders. But what are the views of the teachers who develop these strategies and are they aware of media bias and contradiction? This study illustrates the results of a survey sent out to high school social studies teachers about their perceptions of television media. Results suggest that there is a discrepancy between high school social studies teachers’ perceptions of television news for personal viewing as compared to classroom use.
The Trolley Problem as defined in this paper
is a series, or continuation, of increasingly diffic... more The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.
A brief survey was conducted with high school social studies teachers concerning their preference... more A brief survey was conducted with high school social studies teachers concerning their preferences, concerns and thoughts towards different media and their use or implications in the classroom. Analysis of respondents is discussed as well as implications
Questioning for Controversial and Critical Thinking Dialogues in the Social Studies Classroom
The importance of student dialogue when discussing critical and controversial issues is discussed... more The importance of student dialogue when discussing critical and controversial issues is discussed. By utilizing simple frameworks and being knowledgeable of different types of questioning, questioning strategies and classroom power and culture a teacher can develop vibrant, positive and cognitively powerful student discourse. In successfully doing so the instructor can develop high levels of critical thinking and empathy towards others while broaching controversial issues in the Social Studies classroom.
Many states incorporate some form of media literacy and evaluation in their Social Studies standa... more Many states incorporate some form of media literacy and evaluation in their Social Studies standards. In Common Core, a major standard calls for the understanding and development of the credibility of sources, a higher order thinking skill necessary for the Effective Speaking and Listening standard for 11 th and 12 th graders. But what are the views of the teachers who develop these strategies and are they aware of media bias and contradiction? This study illustrates the results of a survey sent out to high school social studies teachers about their perceptions of television media. Results suggest that there is a discrepancy between high school social studies teachers' perceptions of television news for personal viewing as compared to classroom use.
The conceptualized view of war and the events associated with war often does not conform to a uni... more The conceptualized view of war and the events associated with war often does not conform to a uniform belief system among students and adults. Many students have differing interpretations of the recent Gulf War and the ongoing War on Terrorism; expressing an individual and potentially contradicting views and perceptions when presented moral dilemmas. The intent of this research was to investigate how students’ reason and react to war related moral dilemmas through a fictional wartime scenario. Results of the study suggested that while most students chose morally “easy” or popular choices, some students had great difficulty justifying their actions.
Teaching Controversial Issues in the Social Studies: A Research Study of High School Teachers
The Clearing House, 2009
Controversial issues must be studied in the classroom without the assumption that they are settle... more Controversial issues must be studied in the classroom without the assumption that they are settled in advance or there is only one right answer in matters of dispute. The social studies teacher must approach such issues in a spirit of critical inquiry exposing the students to a variety ...
Mark Twain‟s writing became darker, more pessimistic later in his life. Beset by a continuing, de... more Mark Twain‟s writing became darker, more pessimistic later in his life. Beset by a continuing, decade‟s long financial trouble and the death of two children (his son died in infancy and Suzy, his eldest daughter, died while he was abroad) he pursued questions of morality, religion and ethics more openly. Always found in his writings, his later works were more profound in scope and utility for such controversial topics. “Was it Heaven? Or Hell?” was one of his latest pieces. Mark Twain would continue to experience trauma that influenced his writing; he later witnessed the death of both his wife and youngest daughter (Jean). Twain would perish just a few months after Jean, dying in Bermuda in 1910
A working paper on how to use common E-Learning platforms to incorporate critical thinking and re... more A working paper on how to use common E-Learning platforms to incorporate critical thinking and reflection into traditional and hybrid formatted curriculums. Definitions and conceptual framework of both constructs are discussed and their benefits towards cognitions and reflection are highlighted. Best practices, including examples of previous courses are presented as well as the pedagogy and planning necessary for readers to implement successfully into their own courses. Paper also includes strategies and techniques for possible use
Delineating common traits or adjectives found in Transformative Leadership and the Five Factor Mo... more Delineating common traits or adjectives found in Transformative Leadership and the Five Factor Model of Personality (FFM) the paper makes the statement that similar traits can also be correlated to teaching, with all three processes delineated into a singular model. Designated as the Triadic Trait Model, the outliers are correlated by their shared traits or adjectives. The paper also asserts that these processes, especially teacher leadership, can be associated to the classroom teaching dynamic. Background and history of both the Transformative leadership Model and the Five Factor Model are included.
Online social networks such as Facebook have changed the context and definitions of socialization... more Online social networks such as Facebook have changed the context and definitions of socialization. Focusing on teacher use, this article considers the size and impact of these forums and the importance many young professionals feel toward them. Themed as a common sense approach, the author uses anecdotal points and discussions with teacher-educators in examining possible ideas that may foster teacher buy-in and compliance toward institutional-level policy.
Many states incorporate some form of media literacy and evaluation in their Social Studies
standa... more Many states incorporate some form of media literacy and evaluation in their Social Studies standards. In Common Core, a major standard calls for the understanding and development of the credibility of sources, a higher order thinking skill necessary for the Effective Speaking and Listening standard for 11th and 12th graders. But what are the views of the teachers who develop these strategies and are they aware of media bias and contradiction? This study illustrates the results of a survey sent out to high school social studies teachers about their perceptions of television media. Results suggest that there is a discrepancy between high school social studies teachers’ perceptions of television news for personal viewing as compared to classroom use.
The Trolley Problem as defined in this paper
is a series, or continuation, of increasingly diffic... more The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.
A brief survey was conducted with high school social studies teachers concerning their preference... more A brief survey was conducted with high school social studies teachers concerning their preferences, concerns and thoughts towards different media and their use or implications in the classroom. Analysis of respondents is discussed as well as implications
Pre-Service Teachers in the Middle Grade(s) educational program at Valdosta State ... more Pre-Service Teachers in the Middle Grade(s) educational program at Valdosta State University are mandated to spend four weeks as an apprentice to selected middle schools within the university’s accredited region. The break from classes, and their routines and expectations, compounded with their subsequent immersion into the field (and into practicum) gives an excellent opportunity to explore differences between theory and practice to the students upon their return.
The concept is relatively simple; students are asked a singular question, to be written and turned in on the last day of their regular class. They will then be asked, or given the same question upon their return. They are not allowed to see what they originally wrote until they have finished the assignment for the second time. The question; what in your mind constitutes good teaching, elicits multiple responses from the students and quite usually will generate different responses once back from apprenticeship. The original questions are then given back to the students and a dialogue is generated about the differences in perceptions, thoughts and attitudes and what might have occurred to have changed their perspectives and/or mind.
The presentation will explain the set up and creation of the activity, the roles and assumptions of the students and the expectations of the university in the apprenticeship program. The instructors will also elaborate on the teaching protocols and subsequent dialogues generated in the activity. Data from one activity will be presented to illustrate the differences students had from before apprenticeship to afterwards.
The practical utilization of technology and education has traditionally been u... more The practical utilization of technology and education has traditionally been up to local educational agencies or school systems, tending to rely upon themselves, public trends, or other systems in successfully utilizing new equipment and/or software. This ‘internal reliance’ on developing pedagogical practices to new innovations, many of which were originally developed for the business and/or financial communities, tends to create a ‘lag’ or time differential of new, emerging concepts and technologies in the educational sphere, far behind that of other fields or specialties.
Realistically, the incorporation of pedagogy and technology has revolved around the individual educators themselves, who, after acquiring something new and useful, must then determine the best way to utilize it to their own needs and teaching style(s). Though circumstantial, empirical observation by the author(s) has developed the hypothesis that many educators have found themselves recipients of new apparatus and/or programs with little to no formal training on how to use them. Teachers, left to their own to develop instruction, or at least a rational for later incorporation, and usually under pressure by administration or stakeholders in defending or justifying the cost tend to develop eclectic but (usually) minimally effective ways in incorporating the technology to their classes or lessons. This further enhances the gap or lags of incorporation, especially in context to the new technology savvy students, while embittering many educators to the potential of the new technologies available to them.
The concept of the Interactive Lesson Plan was developed as a practical way to incorporate the versatility of Microsoft Word (though any word processing program can easily be used) as a student directed note taking tool in conjunction with a media player, usually a digital projector though a multi-media packaged television can just as easily be used. The ease of the program in attaching a myriad of Internet links and supplemental materials developed the concept of simple note taking into easily created yet powerful multi-media lessons. The paradigm shift into incorporating the multiple lessons and presentations into a standardized and complete, easy to utilize curriculum came about with the advent of flash drive technology and the ease of transporting whole reams of information and data from one computer to the next.
The Interactive Lesson Plan is a tested, effective technology utilized in four different curriculums in a three year span. It is easily adaptable to multiple formats and stylized templates and utilizes a base technology accessible, and knowledgeable to many, if not most educators. It is a simple, yet powerful and pragmatic incorporation of a stable and effective technology platform that educators can easily use and incorporate into their lessons and curriculums, despite differences in grade level, subjects, students, schools, and even geography.
Controversy in education, primarily in the social sciences, is difficult, if not imposs... more Controversy in education, primarily in the social sciences, is difficult, if not impossible to avoid. For many teachers avoidance is not even an issue, as the subject may be a standard or outcome of the curriculum. It may also be one of the most valuable teaching concepts or techniques a teacher has in influencing or in ‘reaching’ their students. Modern educational research indicates that controversial subjects are seen by social studies teachers as crucial in teaching civic education (Byford, Lennon & Russell, 2009). With the addition of critical thinking exercises, controversy can be utilized as a powerful, multi-disciplinary learning module which can be incorporated throughout the curriculum of study. Research has illustrated the impact both of these concepts can have on student’s perceptions, memory and their thinking (Marketti, 2007; Anderson, 2007; Schamber & Mahoney, 2006). Singularly these two (controversial issues and critical thinking) are powerful cognitive exercises but together they can lead students towards a more insightful understanding of complex issues. Civic conundrums are just one type of controversial and complex issue perfectly adjusted to this concept.
Controversy can be a powerful educational tool yet it also is problematic and incendiary, potentially causing far more problems to the educational process, students and even the teacher than their potential outcomes. The same study that illustrated teachers’ opinions of the effectiveness of controversial issues in fostering civic education also highlighted a reluctance of teachers to do so, in fear or backlash or reprisals (Byford, Lennon & Russell, 2009). As a correlation to the high reward controversy can foster, there is also the risk that the issues themselves can cause problems both within and outside the classroom. This risk is what makes many teachers leery of using controversy despite its universal acceptance (primarily with the social studies curriculum) of its impact and success.
This presentation focuses on the effective concept of questioning skills, primarily within a practicum, classroom enabled format, to guide students in and around controversial issues. The objective is to allow the students to delve into controversy and to use critical thinking to best conceptualize or understand complex, nuanced issues. Directive, guiding questioning techniques will be explored and illustrated as to how a teacher can utilize generalized prompts to guide students towards a specific concept or knowledge set, or to move them away from potential conflict or issues. Conceptually described as directional questioning; this is a generalized type of linear questioning prompts that follow a direction or order designed to guide students to a concept without direct influence of the teacher . The order is relatively simple in scope and understanding; questioning can move from up (deductive) to down (inductive) or to a spiral, non-directional route. It must be noted that spiral questioning is the most difficult to implement but it is potentially the most powerful of the linear questioning designs. The presentation will discuss the concept of linear questioning, how and where they best work and the strategies useful in implementing them. The presentation will also incorporate examples and an open forum component to address any questions the audience may have.
The introduction of a didactic trait model illustrating the commonalities of ass... more The introduction of a didactic trait model illustrating the commonalities of associated descriptors of personality as described by the FFM with similar traits as described in the transformative Leadership model. The relevance is established by moral psychologists such as David Hume and Immanuel Kant who argued that the groundwork of moral actions was rooted in humanistic principles of emotions and reasons, both of which can be incorporated or modified through individual lenses of personality. Moral action, such as moral leadership, is a process whereby an individual reacts to stimuli by incorporating his or her framework of emotions, personality and logic to the scenario and acting in a perceived notion of what is right and wrong.
In regards to leadership one will determine their ethical view on similar ‘lenses’ or perceptions as distorted or altered by heuristic impulses and beliefs. The leader will respond to a situation (stimuli) through analysis of emotion and/or reason before contrasting the action through moral judgment or conceptualization. Hume and Kant disagreed on the order of the actions; emotions or logic first, but both espoused the two as integral factors in ethical choice. Sometimes referred to as the ‘moral box’, this is a vague description of the influential outliers of choice; personality, emotion, reason, and of course ethical constraints as defined individualistically or by group, family and/or societal expectations.
The FFM personality model is a meta-analysis derived from the English lexicon of personality descriptors. Through a simple data reduction technique, the myriad of adjectives was incorporated into five factors or super-traits from which multiple sub-traits can be further delineated. These traits are basically descriptors, or adjectives which can then be modeled or compared to the traits as described in transactional and transformative leadership. The similarities are not random; distinct personalities will determine basic leadership concepts or ideals of the individual as well as the humanistic and ethical choices or viewpoints they may consider or follow when making decisions. Transformative leadership derives its strength from the building or incorporation of culture and values; outcomes which moral and ethical choices propagate.
The presentation illustrates a research driven curriculum module illustrating pre-service st... more The presentation illustrates a research driven curriculum module illustrating pre-service student teachers to the pervasive impact of cultural labels as a potentially limiting or destructive paradigm within a classroom setting.
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Papers by sean lennon
in infancy and Suzy, his eldest daughter, died while he was abroad) he pursued questions
of morality, religion and ethics more openly. Always found in his writings, his later works were more profound in scope and utility for such controversial topics. “Was it Heaven? Or Hell?” was one of his latest pieces. Mark Twain would continue to
experience trauma that influenced his writing; he later witnessed the death of both his wife and youngest daughter (Jean). Twain would perish just a few months after Jean,
dying in Bermuda in 1910
traditional and hybrid formatted curriculums. Definitions and conceptual framework of both constructs are discussed
and their benefits towards cognitions and reflection are highlighted. Best practices, including examples of previous
courses are presented as well as the pedagogy and planning necessary for readers to implement successfully into their
own courses. Paper also includes strategies and techniques for possible use
Personality (FFM) the paper makes the statement that similar traits can also be correlated to teaching, with all
three processes delineated into a singular model. Designated as the Triadic Trait Model, the outliers are correlated by their shared traits or adjectives. The paper also asserts that these processes, especially teacher leadership, can be associated to the classroom teaching dynamic. Background and history of both the Transformative leadership Model and the Five Factor Model are included.
uses anecdotal points and discussions with teacher-educators in examining possible ideas that may foster teacher buy-in and compliance toward institutional-level policy.
standards. In Common Core, a major standard calls for the understanding and development of
the credibility of sources, a higher order thinking skill necessary for the Effective Speaking and
Listening standard for 11th and 12th graders. But what are the views of the teachers who develop
these strategies and are they aware of media bias and contradiction? This study illustrates the
results of a survey sent out to high school social studies teachers about their perceptions of
television media. Results suggest that there is a discrepancy between high school social studies
teachers’ perceptions of television news for personal viewing as compared to classroom use.
is a series, or continuation, of increasingly difficult
ethical riddles successfully implemented in a classroom
environment to spur complex, critical thinking and dialogue.
The activity is designed upon the scenario of a
runaway train with different and challenging choices,
segueing neatly into group discussions of ethics while
limiting potential disruptions or controversies. It fits
nicely with multiple standards, goals and/or outcomes
and can be accommodated to multiple grade levels and
courses. It is a powerful, yet easily implemented classroom
exercise for educators to develop higher order
thinking and dialogue for their students.
Talks by sean lennon
in infancy and Suzy, his eldest daughter, died while he was abroad) he pursued questions
of morality, religion and ethics more openly. Always found in his writings, his later works were more profound in scope and utility for such controversial topics. “Was it Heaven? Or Hell?” was one of his latest pieces. Mark Twain would continue to
experience trauma that influenced his writing; he later witnessed the death of both his wife and youngest daughter (Jean). Twain would perish just a few months after Jean,
dying in Bermuda in 1910
traditional and hybrid formatted curriculums. Definitions and conceptual framework of both constructs are discussed
and their benefits towards cognitions and reflection are highlighted. Best practices, including examples of previous
courses are presented as well as the pedagogy and planning necessary for readers to implement successfully into their
own courses. Paper also includes strategies and techniques for possible use
Personality (FFM) the paper makes the statement that similar traits can also be correlated to teaching, with all
three processes delineated into a singular model. Designated as the Triadic Trait Model, the outliers are correlated by their shared traits or adjectives. The paper also asserts that these processes, especially teacher leadership, can be associated to the classroom teaching dynamic. Background and history of both the Transformative leadership Model and the Five Factor Model are included.
uses anecdotal points and discussions with teacher-educators in examining possible ideas that may foster teacher buy-in and compliance toward institutional-level policy.
standards. In Common Core, a major standard calls for the understanding and development of
the credibility of sources, a higher order thinking skill necessary for the Effective Speaking and
Listening standard for 11th and 12th graders. But what are the views of the teachers who develop
these strategies and are they aware of media bias and contradiction? This study illustrates the
results of a survey sent out to high school social studies teachers about their perceptions of
television media. Results suggest that there is a discrepancy between high school social studies
teachers’ perceptions of television news for personal viewing as compared to classroom use.
is a series, or continuation, of increasingly difficult
ethical riddles successfully implemented in a classroom
environment to spur complex, critical thinking and dialogue.
The activity is designed upon the scenario of a
runaway train with different and challenging choices,
segueing neatly into group discussions of ethics while
limiting potential disruptions or controversies. It fits
nicely with multiple standards, goals and/or outcomes
and can be accommodated to multiple grade levels and
courses. It is a powerful, yet easily implemented classroom
exercise for educators to develop higher order
thinking and dialogue for their students.
The concept is relatively simple; students are asked a singular question, to be written and turned in on the last day of their regular class. They will then be asked, or given the same question upon their return. They are not allowed to see what they originally wrote until they have finished the assignment for the second time. The question; what in your mind constitutes good teaching, elicits multiple responses from the students and quite usually will generate different responses once back from apprenticeship. The original questions are then given back to the students and a dialogue is generated about the differences in perceptions, thoughts and attitudes and what might have occurred to have changed their perspectives and/or mind.
The presentation will explain the set up and creation of the activity, the roles and assumptions of the students and the expectations of the university in the apprenticeship program. The instructors will also elaborate on the teaching protocols and subsequent dialogues generated in the activity. Data from one activity will be presented to illustrate the differences students had from before apprenticeship to afterwards.
Realistically, the incorporation of pedagogy and technology has revolved around the individual educators themselves, who, after acquiring something new and useful, must then determine the best way to utilize it to their own needs and teaching style(s). Though circumstantial, empirical observation by the author(s) has developed the hypothesis that many educators have found themselves recipients of new apparatus and/or programs with little to no formal training on how to use them. Teachers, left to their own to develop instruction, or at least a rational for later incorporation, and usually under pressure by administration or stakeholders in defending or justifying the cost tend to develop eclectic but (usually) minimally effective ways in incorporating the technology to their classes or lessons. This further enhances the gap or lags of incorporation, especially in context to the new technology savvy students, while embittering many educators to the potential of the new technologies available to them.
The concept of the Interactive Lesson Plan was developed as a practical way to incorporate the versatility of Microsoft Word (though any word processing program can easily be used) as a student directed note taking tool in conjunction with a media player, usually a digital projector though a multi-media packaged television can just as easily be used. The ease of the program in attaching a myriad of Internet links and supplemental materials developed the concept of simple note taking into easily created yet powerful multi-media lessons. The paradigm shift into incorporating the multiple lessons and presentations into a standardized and complete, easy to utilize curriculum came about with the advent of flash drive technology and the ease of transporting whole reams of information and data from one computer to the next.
The Interactive Lesson Plan is a tested, effective technology utilized in four different curriculums in a three year span. It is easily adaptable to multiple formats and stylized templates and utilizes a base technology accessible, and knowledgeable to many, if not most educators. It is a simple, yet powerful and pragmatic incorporation of a stable and effective technology platform that educators can easily use and incorporate into their lessons and curriculums, despite differences in grade level, subjects, students, schools, and even geography.
Controversy can be a powerful educational tool yet it also is problematic and incendiary, potentially causing far more problems to the educational process, students and even the teacher than their potential outcomes. The same study that illustrated teachers’ opinions of the effectiveness of controversial issues in fostering civic education also highlighted a reluctance of teachers to do so, in fear or backlash or reprisals (Byford, Lennon & Russell, 2009). As a correlation to the high reward controversy can foster, there is also the risk that the issues themselves can cause problems both within and outside the classroom. This risk is what makes many teachers leery of using controversy despite its universal acceptance (primarily with the social studies curriculum) of its impact and success.
This presentation focuses on the effective concept of questioning skills, primarily within a practicum, classroom enabled format, to guide students in and around controversial issues. The objective is to allow the students to delve into controversy and to use critical thinking to best conceptualize or understand complex, nuanced issues. Directive, guiding questioning techniques will be explored and illustrated as to how a teacher can utilize generalized prompts to guide students towards a specific concept or knowledge set, or to move them away from potential conflict or issues. Conceptually described as directional questioning; this is a generalized type of linear questioning prompts that follow a direction or order designed to guide students to a concept without direct influence of the teacher . The order is relatively simple in scope and understanding; questioning can move from up (deductive) to down (inductive) or to a spiral, non-directional route. It must be noted that spiral questioning is the most difficult to implement but it is potentially the most powerful of the linear questioning designs. The presentation will discuss the concept of linear questioning, how and where they best work and the strategies useful in implementing them. The presentation will also incorporate examples and an open forum component to address any questions the audience may have.
In regards to leadership one will determine their ethical view on similar ‘lenses’ or perceptions as distorted or altered by heuristic impulses and beliefs. The leader will respond to a situation (stimuli) through analysis of emotion and/or reason before contrasting the action through moral judgment or conceptualization. Hume and Kant disagreed on the order of the actions; emotions or logic first, but both espoused the two as integral factors in ethical choice. Sometimes referred to as the ‘moral box’, this is a vague description of the influential outliers of choice; personality, emotion, reason, and of course ethical constraints as defined individualistically or by group, family and/or societal expectations.
The FFM personality model is a meta-analysis derived from the English lexicon of personality descriptors. Through a simple data reduction technique, the myriad of adjectives was incorporated into five factors or super-traits from which multiple sub-traits can be further delineated. These traits are basically descriptors, or adjectives which can then be modeled or compared to the traits as described in transactional and transformative leadership. The similarities are not random; distinct personalities will determine basic leadership concepts or ideals of the individual as well as the humanistic and ethical choices or viewpoints they may consider or follow when making decisions. Transformative leadership derives its strength from the building or incorporation of culture and values; outcomes which moral and ethical choices propagate.