This activity is designed to engage participants in a debate as a method of learning about different theories in teaching and learning. This particular example engages participants in an active discussion about models of teaching and learning by comparing and contrasting two inquiry models: storytelling and the causal models. It allows educators to explore a different model of practice in an active way, and to reflect on how John Hattie’s claim may influence their practice.
A possible topic of debate is Hattie’s claim that: Demonstrating the learning of students is not a causal exercise; rather it is a rich and complex explanation. It is telling a story. Each debating team presents its arguments for or against this statement. The attached documents include: a description and procedures of the activity; materials needed; roles of each team and team member; and format of the debate.
The activity has been designed for use during a Lead Data Team Professional seminar. The activity and the topic can be adapted for use in a variety of professional development settings using different themes or schools of thought.
In this particular example, participants’ Knowledge is activated by understanding that the more familiar causal model is included in storytelling and that storytelling is a broader and far more inclusive approach. They discover that storytelling supports the Quebec Education Program (QEP): evidence should be used to inform teaching and teachers should use their professional judgement.
Visible Learning for Teachers: Maximizing Impact on Learning, Hattie, J., 2011.