Leading Classroom Discussions About Population Policy in Singapore, pp. 4 of 5

This video source, published 29 January 2013 and 4 minutes, 42 seconds in length, summarizes the White Paper. Again the goal here is to establish a shared understanding of the White Paper’s content.

To support discussion with these two sources, the teacher can ask students to write down any details from these two sources they can add to their concept maps and use to further complete their statements: “My view on population policy in Singapore is…..  My reasons for this are…” Again, the goal is for students to continue building evidentiary support for claims they can make to a partner or in a class discussion.

At this point, students are ready to further discuss the population issue centering on the inquiry question: How should Singaporeans respond to the White Paper about population policy?

Part 3: Engage with Sources to Build Evidence-based Interpretations (20-30 minutes)

A range of sources can be used to promote reading and evaluation skills and students’ ability to strengthen their own evidence-based claims, which, in turn, can enrich class discussion. Here we propose two sources: a photograph and a speech excerpt.

To guide students to work with these two sources, the following “Inference chart” can be used (see Figure 2). For each source, students are prompted to make evidence-based inferences (or interpretations) from each source through a process of careful analysis of key source details and application of relevant background knowledge (this is where students can refer directly to the concept maps they created in Part 1).

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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