Now this is what the internet should all be about; getting knowledge out of the classroom/lecture hall and into wider circulation. Berkley university has announced that it is putting hundreds of its lectures on YouTube (click here). As a language teacher it means that I can find materials which my students in my classes may find relevant to their own studies, but in English (most of the students at the language school are studying at university). Alternatively, other lectures such as those on non-violence allow them to see the lecture format in another language and can be used to promote note taking skills with are vital in exams such as the Michigan ECPE and TOEFL.
Whilst surfing over at the TED Talks site I came across this video - Steve Pinker - The Myth of Violence. It's basic premise being that society has become less, rather than more violent with the passage of time. An interesting, if counter - intuitive idea. This got me thinking about how he presented his argument and what lessons could be learnt by my advanced ESL/EFL students who have to produce discursive essays as part of their examinations, albeit in a more simplified form.
1 Ask students if they think the world is getting more or less violent. Then get them to think of three reasons or examples that support their argument.
2 Students then present them to each other, and then you elicit answers from the class as a whole. Odds on they'll say that the modern is more violent than ever.
3 Now tell the students that they are going to hear a talk by Steven Pinker that argues the opposite and that they are going to analyse both what he says and how he presents it.
4 Luckily, the video is divided into different sections. First play the introduction (28 secs till 2 mins 10 secs.) and ask students to describe how he introduces the subject.
5 Students listen then form groups to compare answers.
6 Elicit responses and ask students to think about why he choose this particular approach.
7 Next explain to them that in the next section(s) - 2 mins 10 secs to 9 mins 30 secs he gives shows us how much violence has declined. What evidence does he give? How would we characterise such evidence? Statistical ? Literary? Expert opinion? Play the video.
8 Students discuss their answers with each other in groups. Elicit answers.
9 Next Pinker asks a rhetorical question. What is it? What evidence does he give to support his answer? What kind of evidence does he give? Play the video - 9 mins 30 secs to 17 mins 30 secs.
10 Students discuss their answers. Elicit answers.
11 Now explain that Pinker is going to come to a conclusion. Ask students what that might be. Students discuss this in groups. Elicit answers.
12 Play last section 17 mins 30 secs to 18 mins 15 secs. What is his conclusion?
13 Students discuss answers in groups. Elicit answers.
14 Ask students if they agree with Pinker. Why? Why not?
15 Homework - Write out and essay plan for Pinker's argument and decide think of possible weaknesses in it.
16 In the next lesson students compare plans and critiques and then work together to create their own essay plan arguing the opposite point of view which they write up for homework.
I'm a teacher, originally from England, now living in Northern Greece. I also blog, photograph and tweet about the current economic and refugee crisis.
