Position Analysis Heuristic
with Examples and Sample to Analyze

Example - Should learners be allowed to make mistakes?

Claim

Students should be given opportunities to discover mistakes on their own without the teacher telling them they are incorrect.

Data

Students sometimes collect inaccurate information, use previous ideas (misconceptions) to draw conclusions, and use faulty logic when making them.

Warrant

Students need to learn the process of scientific inquiry. Students should generally rely on their own judgment rather than on an authority figure to judge what data to collect to resolve a scientific question. Students need to be allowed to make mistakes to develop a risk free environment. Scientific practice has a way of correcting itself. Students must be allowed to construct knowledge for themselves.

Qualifier

Students need supervision to insure a safe environment. For example, students will communicate their procedures to teachers before they begin, so safety will be insured and learning can be facilitated.

Conclusion

Scientific experimentation should not depend on an authority figure. The results should depend on accurate observation and logical reasoning. Students should be allowed to experience the consequences of their investigations.

Example Students should be corrected when they make mistakes

Claim

Students should be corrected when they are mistaken.

Data

Students collect inaccurate information, use previous ideas (misconceptions) to make conclusions, and use faulty logic when making them.

Warrant

Students should not be allowed to learn incorrect or misleading ideas.

Qualifier

Students should be corrected when possible except in the case of “useful fictions” that are not too far wrong and that facilitate learning of the correct thing when students are able to comprehend it.

Conclusion

Students should not be allowed to leave an activity with false and misleading conclusions.

Examples opportunities for critical thinking

Claim

Learners should be provided with opportunities to develop critical thinking skills.

Data
Research suggests learners think critically when the curriculum is based on problem solving and reasoning.

Warrant
Critical thinking is necessary for personal understanding and decision making in the classroom and in life.

Qualifier
Learners should experience critical thinking except when student safety is a concern.

Conclusion
Schools need to provide opportunities for students to become analytical life long learners.

Another example

Claim

Standards are not necessary as required educational outcomes.

Data

• High levels of achievement were achieved before standardization.
• Standards limit student choice.
• Standards encourage direct instruction and memorization.
• Creativity and higher levels of thinking are encouraged without standardization.
• Teachers teach to the test.
• Testing takes time away from learning.

Warrant

• Teacher empowerment to make curricular decisions will allow students to make choices and achieve at higher levels for a more personalized education.
• Liberal democracy requires an educated citizenry capable to make decision.
• Students need freedom of choice to learn how to live in a liberal democracy.
• Totalitarian political views mandate standardized curriculum for all.
  

Qualifier

High professional standards can be used to guide teachers to make curricular choices.

Conclusion

Professional educators know best how to make curricular decisions to meet their student needs. Professional educators should be empowered to make curricular decisions.

Another example

Claim

Students should have opportunities for cooperative learning experiences to increase achievement and enhance their social skills.

Data

• Studies suggest students learn better with and from other students.
• Studies show higher achievement in classrooms with social skills.
• Heterogeneous groups work better than homogeneous groups.
• Groups reduce student stress and increase academic communication.
• Social skills are learned by modeling and practice.

Warrant

• We believe students benefit academically and social when the can monitor peers and communicate with peers to share ideas.
• Students need opportunities to work together to learn social skills to be able to cooperate in school and out of school.
  

Qualifier

Cooperative groups are only one part of a classroom setting. Whole class participation for discussion, sharing, and learning with other instruction models is also important to achieve a variety or learning outcomes.

Conclusion

Cooperative learning needs to be significantly included as a model of instruction to increase student achievement and their effective use of social skills.

Example for you

Analyze this:

A study found that smaller class size significantly increased the achievement of students and increased their positive attitudes toward school and themselves. Authors of the study felt that smaller class size contributed to these positive effects by: creating a positive teacher morale for smaller classes, allowed teachers more time to spend with individual students, less students created an instructional atmosphere that was less hectic, and students had more time on task. The study also showed that while all students achieved more on the average lower ability students achieved less than higher ability students. Thus, attempts to enable lower ability students an opportunity to catch-up instead allowed the higher ability students to move further ahead.