COI+Moves

Build up this page using your own explanations and examples. Use the discussion page to raise doubts, challenge other people's edits, and suggest improvements.

The 10 moves for Year 3 are:


 * 1) Brings the discussion back on track
 * 2) Accurately restating or paraphrasing other participants' views and their arguments
 * 3) Asking relevant clarifying questions
 * 4) Taking stock of the various view put forward
 * 5) Invites others to join in the conversation
 * 6) Willing to modify her views in the light of evidence presented
 * 7) Respectfully engages with opposing points of view
 * 8) Traces implications
 * 9) Uncovers assumptions
 * 10) Identifies fallacies

Starting from this list, make edits that add to the descriptions and examples for each of the 10 moves. Those of you who have made contributions via the discussion page should move your explanations and examples over to this main page.

Jessie:

3. Student clears doubts and shows involvement in the discussion by asking relevant questions e.g. How does your point affect the issue at hand? Can you elaborate?

4. Student is able to summarise the different perspectives raised and help the discussion to move on e.g. Since...and...we can conclude that...

8. Student considers the impacts of certain point-of-views and how it affects the subject-matter e.g. So this means that...which will lead to...

Lou Shan 1. Brings the discussion back on track 2. Accurately restating or paraphrasing other participant's views and their reasons: >> B: You do not like apples because they are sour. >> B: I believe A meant that the person she likes is one with many positive traits. 5. Invites participants to contribute to the discussion:
 * 1) When he/she notices that the other participants are digressing, discussing about topics not related to the one given, (s)he makes it a point to inform the other participants of the problem.
 * 2) “Sorry, but we are digressing. Let’s get back to the main topic.”
 * 3) “I don’t think this is related to the main topic, let’s head back to it.”
 * 1) After understanding what the other participant said, to rephrase her views and the supporting materials provided for her stand.
 * A: “I dislike apples. They are sour.”
 * A: “I like him because he is wonderful, brilliant, blond, charismatic, adorable...”
 * 1) Upon noticing that a participant is not contributing enough, he/she steps forward and encourages him/her to voice his/her views.
 * 2) “Would you like to tell us of your opinions?”
 * 3) “What do you feel about said topic?”

Cheryl 6. Willing to modify her views in the light of evidence presented - When it is clear that the view being taken by someone is 'wrong' (evidence presented proves that the view/claim does not hold true, she is willing to modify her view according to what has been discussed.

5. Invites participants to contribute to the discussion - Asking other participants to take part in the discussion due to her lack of contribution and involvement in the discussion e.g. XXX, do you agree with what i just said?

7. Respectfully engages with opposing points of view - Respecting the participants with opposing viewpoints and their viewpoint as well e.g. not getting defensive, and disagreeing with everything that the other participant says. Instead, politely explaining why her viewpoint does not hold true

YinYu 5. Invites participants to contribute to the discussion - ask those who have not been speaking up during the discussion for their views on the issue e.g. how do you feel about what has been covered for the topic?

8. Traces implications of a point of view - Realises what the suggestion or stand can lead and raises it up.

10. Identifies errors in reasoning - recognizes flaws or errors in the speaker's stand e.g. what you just said contradicts with your previous point

Man Lin 10. Identifies fallicies - argument appears reasonable but are actually invalid e.g. All girls are mammals, all boys are mammals, therefore all girls are boys (all a are c, all b are c, all a are b)

7. respectfully engages with opposing views - objects another person's point of view nicely e.g. i understand that you mean [blah], but actually [blah]...

1. brings the discussion back on track - realises discussion has moved away from original topic and reminds the main issue to others once again e.g. hey, i think this isn't relevant to our main topic. let's get back on track!

Clara 3. Asking relevant clarificatory questions. - The student clears any doubts. eg. "so you mean that...?"

4. Taking stock of the various views put forward. - The student summarises the discussion thus far. eg. "so far we've discussed that... and ... has said that ..."

8. Tracing the implications of a point-of-view - The student looks at the big picture and considers consequences. eg. "does this mean that .... will happen?"

Emeline

3. Asking clarificatory questions -The student raises questions to clarify her (and possibly other participants') doubts pertaining to the main topic of the discussion eg. "I don't quite get what you are saying here, do you possibly mean that...?"

6. Is willing to modify her views in the light of evidence presented -The student does not stubbornly insist on his/her view when a more sensible opinion is raised and instead adapts her view to it. eg. "I think you have a point there, I am now of the view that..."

10. Identifies errors in reasoning -The student points out a flaw in logic in another participant's reasoning eg. "Wait, just now you said..., and now you are saying... Don't these two points contradict each other because...?"

Eleanor 5. Invites participants to contribute to the discussion - The student realises some participants are less active or more quiet, and asks them to contribute their ideas e.g. Hey, Mary! regarding this issue on free will, what do you think about it?

9. Uncovers assumptions - The students knows the implied meaning e.g. Oh, so are you saying that blah blah blah blah blah

10. Identifies errors in reasoning - The student can find an incorrect reasoning in another person's reasoning e.g. Hey wait! but just now you.....then now you said......you're contradicting yourself!

Christina 1. Brings the discussion back on track - to be aware of the progression of the discussion, whether it is constructive or whether the members have been distracted e.g. "I think we are digressing. We should get back to the issue at hand."

4. Taking stock of the various views put forward - Keeping track of the different perspectives voiced out during the discussion. e.g. "So far we have established the fact that... and (Person A) has voiced out her disagreement that..."

10. Identifies error in reasoning - points out flawed arguments e.g. "But there may be a loophole in your argument..."

Gwen 2. Accurately restating or paraphrasing other participant's views and their reasons - Eg. " Then punishment there isn't really...(justified?)"

8. Student considers the impacts of certain point-of-views and how it affects the subject-matter The student looks at the big picture and reconsider the consequences - Eg. "Yeah, then you won't be punished by someone who believes in the theory.."

3. Student clears doubts and shows involvement in the discussion by asking relevant questions Student clears any doubts - Eg. " But doesn't it feel like everyone does things on their own choice, then everyone will not be responsible?"

Aletheia 2. Accurately restating or paraphrasing other participant's views and their reasons - further explaining and clarifying eg. So you mean that...

6. Is willing to modify her views in light of the evidence presented - being open minded, willing to chance views Eg. Yes, you're right! I get it now :D

8. Traces the implications of a point-of-view Eg. But if you say that, it means that...

Cassandra 2. Accurately restating or paraphrasing other participant's views and their reasons -Rephrasing and further clarifying e.g. Are you trying to say...

6. Is willing to modify her views in light of the evidence presented -is flexible and open to new ideas e.g. I am convinced by your argument and agree with you now because...

10. Identifies errors in reasoning -find flaws in arguments e.g. your argument may contain loopholes because...

Jia Le 1. Brings discussion back on track - ensures that discussion is related to topic at hand. If she notices that the group is digressing, she makes the point to remind the group. "I think we are digressing. We should head back to our main topic."

3. Asking relevant clarificatory questions - Clarifying when unsure of point made "Were you trying to say that..."

5. Invites participants to contribute to the discussion - Ensures that everyone is involved in the discussion "Mary, would you like to express your views?"