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Lack of Teacher Confidence.
Lack of Teacher Confidence.
(Source: Policy Exchange/Union surveys)
(Source: Policy Exchange/Union surveys)
We remove the fear by providing a defensible, neutral process (CERL) that protects the teacher from accusations of bias.
We remove the fear by providing a defensible, neutral process (CERL) that protects the teacher from accusations of bias.
The Oracy Gap.
The Oracy Gap.
CERL is not just about thinking; it is a scaffold for speaking. It forces students to articulate reasoning, closing the oracy gap.
CERL is not just about thinking; it is a scaffold for speaking. It forces students to articulate reasoning, closing the oracy gap.
Critical Literacy.
Critical Literacy.
The Evidence and Limits steps in the CERL Framework directly address this deficit.
The Evidence and Limits steps in the CERL Framework directly address this deficit.
Does discussion reduce polarisation?
Does discussion reduce polarisation?
Yes. Research by Hess & McAvoy (2015) demonstrates that structured political classroom discussions significantly increase student tolerance for opposing political views.
Yes. Research by Hess & McAvoy (2015) demonstrates that structured political classroom discussions significantly increase student tolerance for opposing political views.
Does this improve academic outcomes?
Does this improve academic outcomes?
Studies by Kuhn & Crowell (2011) show that students who practice 'dialogic argumentation' (structured debate) outperform peers in essay writing and logical reasoning assessments.
Studies by Kuhn & Crowell (2011) show that students who practice 'dialogic argumentation' (structured debate) outperform peers in essay writing and logical reasoning assessments.
Is it safe?
Is it safe?
According to Lynn Davies (2014), schools that avoid controversial topics risk leaving students vulnerable to unchallengeable online radicalisation. The classroom provides a 'safety valve' for vetting ideas. Silence does not make controversy disappear; it drives it underground where it cannot be challenged.
According to Lynn Davies (2014), schools that avoid controversial topics risk leaving students vulnerable to unchallengeable online radicalisation. The classroom provides a 'safety valve' for vetting ideas. Silence does not make controversy disappear; it drives it underground where it cannot be challenged.
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