This TLA will help students in any module where they have to write for their assessment by using evidence to justify their position. ‘the key to triangulation is to see the same thing from different perspectives and thus to be able to confirm or challenge the findings of one method with those of another’. (Laws, 2003)
Using statements to form an argument about, ask students to write a paragraph of 200 words to support their argument using triangulated evidence.
You could use titles which reflect the week’s session. They could be fun and engaging – something that the students identify with or they could be directly relevant to their vocational interests.
Give students a statement that they have to argue for or against (writing four different ones is usually enough for one class). Students work solo or in pairs/small groups and give three pieces of evidence to support their argument (either for or against the statement given to them). They source evidence for their argument from their own opinions (I), by interviewing peers in the room (YOU) and from an internet search (THEM)
• X is the best singer the world has ever had.
• X is the best performer currently on the scene
• The rise of X GENRE is having a positive effect on the current music scene
• The internet is killing journalism
• Practising 10 minutes a day is more useful than a gig once a month
This would work well with pairs working on this task. You may ask all the students with the same statement to read their pieces to each other so you have 4 large groups feeding back at once and you can move between them listening in and adding comments.
Students will produce a coherent, written argument with at least 3 sources of evidence to back it up.
• Use students’ arguments to form a debate in the room.
• Ask students to correctly reference the web evidence they use.
• Use CRAAP to assess whether the web source is a valid source.
Laws, S., with Harper, C. and Marcus, R. (2003) Research for Development:A Practical Guide. London: Sage Publications.