An example of the TPS strategy:
Designing the learning unit "Punishment: Death Penalty. Yes or no?"
Third Grade of Lyceum (students’ age: 16-17)
Write a mock editorial for the local paper in and choose a side of the death penalty to defend by assuming apersona directly related to a scheduled execution
Learners acquire knowledge about the death penalty and the arguments that support it and the argumentsagainst it. They develop own opinions and exchange various viewpoints on death penalty. They practice theirwriting skills by editing a mock editorial for the local paper that deals with a scheduled execution.
Adam Liptak (2007).“Does Death Penalty Save Lives? A New Debate”, NY Times, published onNovember 18, 2007http://www.nytimes.com/2007/11/18/us/18deter.html?pagewanted=all
Online newspaper articles about death penalty
What are the different viewpoints for and against the Death Penalty?
What is the history of the Death Penalty, and what is the current status on the Death Penaltyin various countries?
What determines who is killed under the Death penalty?
Do you think the death penalty acts as a deterrent keeps crime at a lower rate?
Both the USA and Saudi Arabia has the death penalty but crime is so much lower in Saudi.Why do you think this is?
Should people who commit crimes against humanity be given the death penalty
Editorial evaluation rubric
According to the TPS strategy, the learning process will consist of three phases:
Teacher presents the scope, the goal and the overall structure of learning session
Learners individually study the learning material
Learners are asked to briefly write and upload to a shared workspace their impressions of the articlesgiven by individually writing a paragraph or two on how they would feel about the death penalty.
Teacher forms pair groups, presents the concept questions that could help learners to identifydifferent arguments for or against the death penalty
Teacher offers some extra learning material and the evaluation rubric of the students’ assignment(editorial rubric)
Learners share their initial ideas and discuss the concept questions
Learners collaboratively write an editorial article in a wiki
Learners read the editorials of the pair groups
Learners vote for or against the death penalty
Teacher evaluates the assignments and gives a summary of the learning session