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Secondary 3 EXPRESS/ Normal (Academic)

Helping Students Learn About Managing Trade-Offs Using Structured Academic Controversy (SAC)

Introduction

This section features a lesson idea for Chapter 3 2: Managing trade-offs in the 2023 Express/Normal (Academic) syllabuses This section draws upon the following resources:

1. 2. 3 4

Suggested lesson idea for Chapter 3 hosted on OPAL2.0

IDT Lessons 3.2 Managing Trade-Offs (Discussion) and 3.2 What are Trade-Offs?

Secondary 3 Social Studies Coursebook, pages 76–82

2023 SS E/N(A) e-TLG, Section 3 2 4: Discussion-based strategies, pages 169–173

This lesson idea focuses on how teachers can facilitate a discussion to help students learn about managing trade-offs using the Structured Academic Controversy (SAC) discussion strategy, conducted using the Student Learning Space (SLS).

The article contains alternative suggestions for custo the lesson to better suit the profile of your students.

In this lesson, students learn:

` 1 how to deliberate over a societal issue; and

2. how trade-offs may be managed by the governmen

The lesson also allows students to think about the broader Inquiry Focus: How do we decide what is good for society? by examining the case study of the Cross Island Line (CRL) project. Students will explore the inquiry question: “Which would better serve the needs and interests of Singaporeans –the direct or skirting route?”

Teachers can refer to the 2023 SS E/N(A) eTLG - Use of Social Studies

IDT and Customisation with Coursebook, pages 77–78, for more information about customising IDT lessons.

Teachers may want to get students to complete the “Let’s Buzz” activity (pages 66–69) to get students to explore the meaning of “trade-offs” at a personal level before extending their understanding to the national context (CRL).

Planning arguments in pairs

The teacher explains the SAC procedure to students and goes through discussion norms before organising students into groups of four. Students are to be further split into two pairs, with one pair taking up Position A and the other pair taking up Position B in the discussion.

Blended Learning Opportunity!

Some examples of discussion norms specific to SAC that can be used:

I am critical of ideas, not people I focus on making the best decision possible, not on “winning”.

I encourage everyone to participate and master all the relevant information.

I listen to everyone ’ s ideas even if I do not agree. I try to understand both sides of the issue.

I change my mind when evidence clearly indicates that I should do so

Pre-lesson: Teachers may assign the “Let’s Get Started!” tab of the IDT lesson as homework to students prior to conducting this lesson in the classroom

Actual lesson: In the classroom, invite students to ask questions if they are unsure about the context and invite one or two students to share the main points.

To provide context for the discussion topic, get students to complete the “Let’s Get Started!” activity tab in IDT Lesson 3.2 Managing Trade-Offs (Discussion).

The teacher may invite one or two students to share the main points of what they have read. The teacher can then address any misconceptions. Students will then discuss which route the CRL should take to best serve the needs and interests of Singaporeans.

Planning & Presenting Arguments in Groups

The teacher begins the SAC by inviting stud to access the “Let’s Explore” activity of the discussion lesson In pairs, students are to the set of sources assigned to their posit They will then discuss to agree on t arguments, with supporting evidence, that want to share with the other pair in the g by answering Q1a–1c.

Teacher may wish to provide useful questions / statements to facilitate effective group discussions: Refer to source 3A here.

Subsequently, each pair takes turns to present their position to the other pair in the group The listening pair should take notes (by answering Q2 in the IDT discussion lesson) while listening carefully to their groupmates. They can also jot down clarifying questions to be raised when the presenting pair have finished their presentation.

Coming to a Consensus

When both pairs in the group have presented to each other, the four members of the group are to drop the original positions assigned to them. They need to consider the strengths of all the arguments raised and reach a group consensus on the position they want to adopt. Students are to indicate this by responding to Q3 in the “Let’s Explore” tab of the IDT discussion lesson

Alternatively,

Teachers may direct students to the sources on pages 78–79 of the Secondary 3 coursebook.

In their pairs, students are to read the set of sources assigned to their positions They will then discuss to agree on three arguments, with supporting evidence, that they want to share with the other pair by filling in the purple (Side A) or orange (Side B) box on page 81. Subsequently, each pair takes turns to present its position to the other pair in the group.

The listening pair should take notes while listening. They are also to write at least one question that they would like to ask the opposing side to help them understand their arguments better (Q2 on page 81)

Students will then decide on and record their group consensus on Q3 on page 81 of the coursebook

Teachers can end the SAC by inviting a few groups to present their group consensus Teachers may also choose to ask probing questions to guide students to substantiate their responses.

Let’s Reflect and Consolidate!

Following the presentation of some of the groups ’ consensus, the teacher can use questions to draw out the concept of trade-offs. Possible questions include:

What is your group ’ s decision? What would be the benefits stemming from your group ’ s decision? What would be the negative effects?

Was it easy to reach a group decision? Why or why not

Is it always possible to reach a decision where there are only benefits and no negative effects?

Using the students’ responses, the teacher introduces the concept of trade-offs Trade-offs are involved when deciding between two or more things that cannot be obtained at the same time due to limited resources. This means that having more of one thing would result in having less of another.

To conclude the lesson, the teacher instructs students to complete the “Let’s Reflect and Consolidate” activity in the IDT discussion lesson

Alternatively, teachers may get students to respond to Q1–3 on page 82 of the coursebook.

To check students’ understanding of the concept of trade-offs, the teacher instructs students to complete the IDT lesson 3.2 Managing trade-offs as homework.

The suite of Lesson Ideas for the Secondary 3 E/N(A) syllabuses will be progressively updated here

Chapter 5 IDT course is now live on SLS! Access it easily at: https://go.gov.sg/sssch5

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