Juris Prudential Inquiry Model
Juris Prudential Inquiry Model
of teaching is developed up on the learning theory of Donald Oliver and James
Shaver. It is discussing the teaching design based on the social learning
approach. Learners analyses the learning content and engage in active discussions
to reach on the exact value points of the discussing issue. This model is mostly suitable to transact
social issues, contemporary issues political issues and so on. The model is
supportive to develop social competencies and skill of using social dialogues
by the learners. It also promotes social behaviour, social involvement and
actions
The syntax of this model divided
in to six phases and they are categorized to two wide steps (1) Analyses and
(2) Argumentation.
The phases of syntax of Juris Prudential model are;
Phase- 1 Orientation
to the Case
Phase- 2 Identify
the issues
Phase -3 Taking
positions
Phase -4 Exploring
stances or patterns of argumentation
Phase -5 Refining
and qualifying the positions
Phase -6 Testing factual assumptions behind
qualified positions
In the Phase-1, teacher
introduces the learning material or content to discussion. Teacher introduces
and reviews the content matter. In Phase- 2, learners analyze the facts
behind the issue and synthesize different facts of the issue that to be
discussed. They select one policy issue for discussion. They identify its
positive and negative qualities and values. In the Phase- 3, learners
take a position to carry out the discussion. They are becoming ready to frame
their arguments based on the positions. In Phase -4, learners engage in
the discussion activities. They come out with desirable an undesirable argument
on the values of the discussing items. In Phase- 5 learners qualify
their arguments. They substantiate their value points and come out with appropriate
reasoning. In Phase 6, the leaners, together with teacher, identify the
factual assumptions on the issues. They also determine the relevant value
points of the argument and reach on conclusion. Both learners and teacher
behave like as skillful and competent judge in the JPI class. Together they
reach on the best qualified reasoning and possible decision on the topic of
discussion.
Remember that the JPI Model
need not be carried out in a single session. The first phase is orienting to
the case. After orienting students’ attention to the issue, teacher can give
one or two days to the learners to collect information regarding their argument
or view point on the issue. Learners can make use school library or other resources.
After proper learning on the issue, teacher can conduct the other phases on another
day.
A model lesson plan is
described under.
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LESSON TRANSCRIPT in JURIS PRUDENTIAL
INQUIRY MODEL
Name of the teacher:
The school and Level:
Unit:
Duration: 45
minutes
Topic or Issue: Air
Pollution
Social system
Teacher initiates and control the discussion on the topic/issue. She will organize open and intellectual discussion. Classroom will be managed with moderately structured social atmosphere
Principles of Reaction
Learners’ responses and views
will be accepted by teacher. Teachers will
probe to reveal students’ stance trough discussion. Continuously use questions,
suggestive directions and interpretive clarifications.
Support System
Teacher uses display board and
charts to maintain major points of talk. Makes uses the source books and
informative documents and PPT and video on air pollution.
1 - Learners are becoming able to analyze
the issues of the air pollution
2- Student will be able to list
and distinguish the reasons behind air pollution
3- Students are becoming able to brief
the causes and effects of air pollution
Students are developing positive
attitude for acting against the reasons of creating air pollutions. They may try
to protect the premise from pollution.
Phase- 1: Orientation to the Case
Teacher develops reciprocal contact with
the students.
Teacher shows certain
pictures and a video that explains the issues related with air pollution. Narrates
certain examples of air pollution from the familiar contexts. Teacher takes their
attention to identify its reasons and human roles in creating air pollution.
Teacher asks learners to think on the issue.
She writes the topic on BB. “Air pollution: Causes, Issues
and Human role”. Teacher asks them to collect information on the issue from the
resource books, news scripts and text books.
Teacher requests the students to come out with their opinions.
They bring out themselves to a discussion.
Phase- 2 Identify
the issues
Learners generates their assumptions on the causes of
air pollution and human role in creating air pollution. They briefly script
their arguments on the issue and points for discussion.
Teacher gives time to list out their points of
information on the issue.
Based on the assumptions, teacher makes three groups
of students with five numbers in each. The balance of students will remain as
active listeners. Teacher seeks helps of one or two students to help her in
leading the discussion.
Teacher asks the members to have clear vision on their
augments and prepare to be active participants in the discussion.
Phase -3 Taking
positions
The learners frame three groups according to the
directions of teacher. They express their, views, opinions and concepts. Clarify
with factual and eventful arguments.
Yes Group (Student group who
consider the air pollution as a common phenomenon): “air pollution is a reality.
Infrastructural development in different segments of human civilization caused
this. Vehicles on road is a necessity. Flights on air is a necessity. Factories
are inevitable. It is wrong to exaggerate the issue of air pollution”
No group (Student group who consider the air pollution is human made and
men should sacrifice to control it): Human civilization needs development, but the
human attempt for development should not spoil the nature where we live. We should
try for alternative frame works. depending the bio fuel should be reduced. Alternatives
are to be famed and introduced by keeping the aims of reducing pollution”
Third group evaluate the differences of opinion and
explains with neutral approach.
Teacher interprets the discussion and verify their
positions in the argument.
Giving directions for the effective carry out of the
discussion.
Writes main points on BB
Phase -4 Exploring
stances or patterns of argumentation
Students
come out with their arguments on the air pollution.
The groups explain the causes of air pollution.
They examine the human role in creating air pollution.
Teacher accepts and interprets favorable and unfavorable
opinions on the issue.
Each group answers certain questions of the other
group members and also the interpretive questions of teacher.
Leads the discussion focusing on the core of the issue.
Teacher writes relevant points on BB in between the
discussion.
Phase -5 Refining
and qualifying the positions
Teacher
observes the discussion and take initiative to conclude the session.
Codify
the discussion to the selected areas;
Define the air pollution – list out the reasons of air
pollution- examine the air pollution as a result of development – human role in
creating air pollution – suggestions to reduce air pollution.
Teacher writes the major findings on BB and in chart.
Exhibits the chart with relevant points in the class
Phase -6 Testing
factual assumptions behind qualified positions
Teacher seeks clarifications from each group on the major
points of their arguments.
Askes certain questions to test like –“do you consider
development is the reason for air pollution?”
“Is over exploitation a reason for air pollution?”
“How do you evaluate the human role in creating air
pollution?”
Teacher asks questions based on each assumption and assure
the clarity of findings.
Based on the students’ evaluation, teacher codify the
session. Explain briefly on the issue and the discussion.
Teacher announce the culmination of the lesson.
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