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British Educational Research Association (BERA) “There is strong evidence that teachers and teacher educators need to engage with research, in the sense of keeping up to date with the latest developments in their academic subject and on effective instructional techniques to inform their pedagogical content knowledge.” (BERA, 2014, p. 7)
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The Role of Research in Professional Development
Using Structured Academic Controversy
Dr. Sally Hipp, Grand Valley State UniversityProf. Jacquelyn Melin, Grand Valley State University
Teaching teachers to become critical consumers of research….
• By analyzing research teachers can:• share concepts, • develop critical reflection • apply research to innovative teaching
methods.
British Educational Research Association (BERA) • “There is strong evidence that teachers
and teacher educators need to engage with research, in the sense of keeping up to date with the latest developments in their academic subject and on effective instructional techniques to inform their pedagogical content knowledge.”
(BERA, 2014, p. 7)
Structured Academic Controversy (SAC)
is a strategy that encourages teachers to take on and argue for BOTH sides of an issue and ultimately come up with a balanced opinion.
Johnson and Johnson (1994)
Structured Academic Controversy (SAC)
• teachers work in pairs to become familiar with one side of an issue, • debate with another pair who has become familiar
with the opposing side of that issue • then switch “sides,” become familiar with the
opposing argument, and debate again• finally, the pairs come together to discuss each side
and come to a consensus about their collective opinion regarding the argument.
Johnson and Johnson (1994)
Structured Academic Controversy (SAC)
Using two articles on Differentiated Instruction that appeared in Education Week – January, 2015
James R. Delisle, “Differentiation Doesn’t WorkCarol Ann Tomlinson, “Differentiation Does, in Fact, Work”
Structured Academic Controversy (SAC)
Structured Academic Controversy (SAC)
Structured Academic Controversy (SAC)
Johnson and Johnson (1994)
•Benefits….• teachers use complex reasoning skills,• higher quality decision making, • have increased motivation and energy to
take action
References• British Educational Research Association (2014). The role of
research in teacher education: Reviewing the evidence. London: RSA Action and Research Center.
• Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
• Johnson, D. W., & Johnson, R. T. (1994). "Structuring academic
controversy" In Sharan, S. (Ed.), Handbook of cooperative learning methods.
