Dilemma-based Learning in the Humanities

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Introduction

Integrating social, emotional and thinking skills, Dilemma-based Learning in the Humanities is designed to aid a developing understanding of the ways in which the dilemma-based learning framework can be applied to the secondary humanities classroom.

Benefits

Implement tools and techniques that will:

• Allow your students to practise and develop skills they can use throughout their lives to make considered decisions, including the skills of reflection, enquiry, logical and analytical thinking and considering multiple solutions
• Improve students’ ability to work with others as part of an effective group
• Encourage whole-class and group discussion that will challenge and stretch your students’ thinking
• Give students skills that they can use in other subjects to raise performance, such as creative thinking and reasoning.

Summary of contents

This unique resource will enable you to delve straight into working with dilemmas and develop a practice that involves both reflection and action in equal measure. It does this by allowing you to expose your students to enquiries into a number of difficult choices based upon real life.

Chapter breakdown

Introduction
How this book is arranged

Section 1 – The basics of dilemma-based learning
Introducing dilemma-based learning – a teachers’ guide
Facilitation – how to organise a dilemma-based learning lesson
The Webs of Meaning
The dilemmas – some initial case studies
History – Case Study 1
Religious education – Case Study 1
Geography – Case Study 1
Personalising dilemmas
Beyond dilemmas – encouraging students to reflect on and apply their learning from a dilemma
Dilemma-based learning beyond the classroom – development of children in a wider context within school
Reflecting and planning for dilemma-based learning
Examples of basic history dilemmas
Examples of basic religious education dilemmas
Examples of basic geography dilemmas

Section 2 – Developing complexity in dilemma-based learning
Developing complexity – a teachers’ guide
Facilitation – developing a supportive and enquiry-led experience
Developing the dilemmas – further case studies
History – Case Study 2   
Religious education – Case Study 2   
Geography – Case Study 2   
Personalising dilemmas – beginning to write your own dilemmas
Beyond dilemmas – thinking about group process and experience in greater depth
The development of life approaches with students
Reflecting and planning for dilemma-based learning
Examples of ‘spannered’ history dilemmas
Examples of ‘spannered’ religious education dilemmas
Examples of ‘spannered’ geography dilemmas

Section 3 – Developing depth in dilemma-based learning
Developing depth in dilemma-based learning – a teachers’ guide
Facilitation – developing learners’ ethics and moral thinking through sophisticated thinking skills
Dilemmas that encourage deep thinking – case studies
History – Case Study 2
Religious education – Case Study 2
Geography – Case Study 2
Personalising dilemmas – taking the essence of a key dilemma and applying it to new situations
Beyond dilemmas – applying learning to thinking and life
Dilemma-based learning beyond the classroom – using Webs of Meaning for complex decision-making
Reflecting and planning for dilemma-based learning
Examples of ethical history dilemmas
Examples of ethical religious education dilemmas
Examples of ethical geography dilemmas

Section 4 – Theoretical and practical origins
Theoretical and practical origins
Origins – a critical education
What are wise skills?
Creating wise learning opportunities
The contributions that dilemma-based learning can make to the new secondary curriculum
Bibliography
Webs of Meaning photocopiable resource

Details

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