Chapter 12 page 279
why. I would keep probing them until I had a sense of the real reason for their belief if necessary. Next I
will introduce the alternative theory that there is actually no difference in the ability of girls and boys in
general. I will explain clearly to them that our beliefs and expectations affect the way we perform and what
we choose to do, etc.
We will use multiple sources for our data—guest speakers (doctors, etc.), SAT national averages, IQ
scores. We will hold our own experiments where students collect data themselves—IQ scores, aptitude
tests. I will also use any factors listed as prior reasons as variables, as well. Existing data on occupations,
etc. will also be presented. The student swill agree in advance how much difference they will need to see
before they are convinced either way.
We discuss the implications and reason for the data. I ask questions to get them to think about the
data, their previous belief and if they think it should be changed.
MY ANSWER:
A. Foster a general commitment to making beliefs consistent with evidence. This is done in the
first lesson. However, it is important that this not be done only once. It must be done repeatedly
throughout the school year if students are to become more open-minded.
B. Teach students about the principles of reasoning that they need to know to evaluate evidence
properly. This is accomplished in the first part of the second lesson (discussions about research methods),
as well as a little bit of the first lesson (when the class discusses the importance of the method of data
collection, etc.). I would not expect that half a lesson or so would be enough. Teaching students about
principles of gathering and interpreting evidence must occur repeatedly throughout the school year.
C. Present a clear explanation of a plausible alternative theory. This is alluded to in the last
sentences of paragraph 2. I would like to see more information to judge whether the alternative theory is
actually clearly presented (how about a clear diagram or explanation?) and plausible.
D. Provide lots of convincing evidence. Multiple sources of data are used. This seems good. It’s
hard to judge, though, whether the evidence is credible and ambiguous without seeing more of the details of
the evidence.
E. Promote deep processing. This is achieved through class discussions.
This is a promising start, but more detail is needed. The lesson plan should also mentioned that (A)
and (B) are emphasized throughout the course, not just in this one set of lessons.