RT Critical Thinking 6SA Method - ETH Weblog Service

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Dr. Erik Jentges (Educational Developer D-MTEC)

12.05.16Erik Jentges 1

Training Critical Thinking Skills with the 6SA Method

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Embedding Critical Thinking in the Course

The 6SA Method

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The 6SA Method

5 Improve

Students learn from their reviews and the

reflection and can improve their analysis and their writing for the

next e-module.

Individual Learning Effects

4 Reflect

Students can position their argument in the

class context and learn from good examples.

Together with the lecturer, they critically

reflect on possible consequences from the formulated positions.

In Class Feedback

3 Review

Each student becomes a critical

reader and conducts two anonymous peer

reviews with strict grading criteria to help the authors

improve

Anonymous Peer Reviews

2 Write

The argument aims to convince a critical

reader. Each sentence in a 6SA has a specific

function:#1 Introduction#2 Position#3 Supportive

Reason #4 Challenge#5 Rebuttal#6 Conclusion

Writing a Convincing Argument

in 6 Sentences

1 Analyze

Students apply their learnings from the

lecture in an e-module on moodle to analyze

a case and find a personal position

Individual Case Analysis


#1 IntroductionThe introduction presents the topic of the text. It guides the reader to a specific situation and sets the horizon of positions that one might take in this situation.

#2 PositionIn the position, the author states the argument’s claim. The position is where the author can freely choose a stance within the horizon that is given by the introduction and the case description.

#3 ReasonThe author presents a supportive reason that supports the stated position. Given that the author can only present one supportive reason, the author needs to choose that supportive reason which is most valid and important.

#4 ChallengeIn the challenge, the author addresses potential reservations that a critical reader might have concerning the supportive reason. This is an opportunity to safeguard the overall argument against expected criticism.

#5 RebuttalThe rebuttal answers to the challenge, for example by limiting the position to certain cases. The purpose of the rebuttal is to inform the reader that the author has already identified and weighed the pros and cons of the position.

#6 ConclusionThe conclusion sums up the argument and clearly states the judgment or decision reached by the author’s reasoning. Its purpose is to convince the audience, and it should be short, memorable, and to the point.

#1 Shell cannot produce second-generation biofuels at low cost and is thinking about investments to improve the technology.

#2 I advise the company to acquire several start-ups spezialized in different production methods to bring the necessary knowledge to Shell.

#3 Since Shell has little competences in this field, these acquisitions would allow Shell to catch up rapidly and produce cheaper.

#4 There is considerable technological uncertainty related to the efficiency of different production methods and potential base materials.

#5 However, by acquiring several start-ups using different approaches, the different groups could compete until the best method is found.

#6 Therefore, I recommend to select a panel of start-ups using various materials and methods and make a deal with them.

The Structure of a 6SA text Example

2 Write

The argument aims to convince a critical

reader. Each sentence in a 6SA has a specific

function:#1 Introduction#2 Position#3 Supportive

Reason #4 Challenge#5 Rebuttal#6 Conclusion

Writing a Convincing Argument

in 6 Sentences


Grading criteria of for the 6SA6SA Criteria for Assessment

As a reviewer, assume the role of the person that is addressed with this text in the case!#1 Introduction

#2Position

#3Supportive Reason

#4Challenge

#5Rebuttal

#6Conclusion

Formality

3 Review




improve


1. Does the sentence fulfill its structural function?2. How well does the sentence fulfill its function?

6 sentences with max. 20 words each, correct in grammar and spelling?

The first criterion has to be answered with yes to award a point. The second criterion is interpretative, giving a second point is conditional on having given the first point.

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Grading criteria of for the 6SA

3 Review




improve



4 Reflect

Students can position their argument in the

class context and learn from good examples.

Together with the lecturer, they critically

reflect on possible consequences from the formulated positions.

In Class Feedback

Reflection In Class takes 10’ to address- Formal aspects- An overview of solutions- Illustrations of good reviews- An example of a good 6SA

Suspend and cut ties toWilmar Pressure Wilmar to comply

Investigate Wilmar, possiblewith the help of an

independent third party

Make a public statement toprotect Unilever’s reputation

(and blame Wilmar)

Have a meeting with Wilmar’smanagement

“Imagine you are working in the Unilever Sustainable Business Team. More than 6.000 signed letters from the Rainforest Rescue Campaign have arrived in your office (see "Critical Voices about Unilever"). You have been asked to evaluate the situation for the Unilever CEO Paul Polman. You have seen in the video (see "Introduction") that the CEO is committed to Unilever’s sustainability efforts. Your writing assignment: Formulate your personal position to the Unilever CEO.

79 submissions!


5 Improve

Students learn from their reviews and the

reflection and can improve their analysis and their writing for the

next e-module.

Individual Learning Effects

Improvements

Over the course of the semester, we offer 5 e-modules (onetraining session, four content-based e-modules)

• Each student can write four 6SAs• Each student can conduct 8 reviews• Each student receives 8 reviews• The final exam integrates one 6SA text.

• The learning effect comes through the repititions, learning fromdifferent reviews, and reflecting on the performance in the classcontext.

• Incentive to do the critical thinking exercises: students canreplace 10% of their exam grade with their e-module grade iftheir e-module score is better than their exam score.

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§ Writing is Thinking: students learn to articulate and defenda position in a six sentence argument (6SA)

§ Clear grading criteria for peer reviews help students tobecome critical and supportive readers

§ Implementation via the moodle workshop module§ Example:

§ Corporate Sustainability 2015 https://moodle-app2.let.ethz.ch/course/view.php?id=1677

§ Guest access: corp15sust


Take Home Message

Thank you for your attention!

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1. Grab the handout with the 6SA example and the grading criteria.

2. Read the 6SA text (2’)3. Together with your neighbour, conduct

a peer review and grade the 6SA. (10’)4. Reflection and Questions (8’)5. Lunch

Let’s try it out

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CASEThe beer brewing company Heineken aims to grow its business in Africa. In 2011, Heineken therefore acquiredthe Bedele plant in the town of Bedele, Ethiopia. Bedele is located in Illubabor, a region that is experiencingeconomic and population growth. Aside from the town of Bedele, Illubabor region is home to many subsistencefarmers who grow maize, tea, and coffee. The brewery, the town of Bedele, and the farmers in the region all source their water from the Dabena River. In April 2012 the Dabena River was affected by a drought, and thebrewery was forced to reduce its production volumes and bring in additional water by truck from another river, which raised the cost of water by a factor of 8.Many farmers, who could not afford a delivery of water by truck lost their harvest because of the drought. Thus, especially during the drought, farmers were very conscious of the amount of water that the brewery abstractedfrom the river. In the region, it is clear to everyone that farmers are in urgent need of water during droughts, andthe production of food is seen as the most legitimate water use in a region where many people still suffer frommalnutrition. However, the farmers do not have a lot of political power, because they operate very small familybusinesses and are not represented by political parties or associations.After the drought, the new plant manager took steps to increase the water efficiency of the plant. First, he implemented a water awareness program at the brewery, to make sure that leaks are monitored daily andrepaired immediately. Second, he invested in new equipment for the brewing unit to reduce water consumptionduring the brewing process. These measures, as well as the resulting performance improvements made at theBedele plant, were communicated in a report that was actively distributed to the local population.For the future, the plant manager is considering an upgrade of the bottling unit. As the first step, a life cycleanalysis will be performed, comparing the alternatives of 0,25 liter glass bottles, which could be recirculated 20 times to 0,5 liter disposable aluminum cans. The manager also invested in a forecasting system, which allows toforesee drought conditions one to two months in advance. Such an early warning, he thinks, will benefiteveryone in the region to prepare for drought conditions and signal that the brewery is taking everyone’s waterrisks seriously.


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Task:Imagine you are the local manager of the Bedele plant. The Heineken CEO has attended the climate negotiations in Paris, and writes in an internal email, that due to the agreement reached in Paris, carbon emissions will be increasinglyimportant in the future. He asks you whether Heineken should focus on water consumption or carbon emissions as the top priority at the Bedele plant. What is your response? Structure your argument in the 6SA format.

6SA Example:

#1. The Heineken CEO is facing a decision regarding the Bedele plant, concerning local versus global sustainability.#2. Should the plant focus on carbon emissions, thereby reducing global impact, or on water consumption, thereby

reducing local impact?#3. I believe the plant should focus on reducing carbon emissions, as it impacts the whole world's population.#4. One could argue for water as the plant might get shut down if the locals' problems aren't the primary focus.

#5. This is of lesser concern since there are already measures in place to guarantee the locals have enough water.#6. The 'greater good' always trumps smaller needs, and as such I recommend that the plant focus on carbon emissions.

12.05.16(Erik Jentges) 13

6SA Task and Example

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#1. The Heineken CEO is facing a decision regarding theBedele plant, concerning local versus global sustainability.#2. Should the plant focus on carbon emissions, therebyreducing global impact, or on water consumption, therebyreducing local impact?

#3. I believe the plant should focus on reducing carbonemissions, as it impacts the whole world's population.#4. One could argue for water as the plant might get shutdown if the locals' problems aren't the primary focus.

#5. This is of lesser concern since there are already measuresin place to guarantee the locals have enough water.

#6. The 'greater good' always trumps smaller needs, and assuch I recommend that the plant focus on carbon emissions.


6SA Grading

Comment:

-2 #2 the sentence is confused with the introduction anddoes not give a position at all (this only comes in #3).

-1 #4 the potential problem seem too exagerrated, toofar fetched - a lot of things would have to happen to shutdown the plant. The author invents the elementof theargument.

-1 #5 the rebuttal invents "measures" but does not namethem, severely weakening the argument.

-1 #6 the conclusion states a seemingly universal assumption, which is not backed up in the argument, leading to a lack in coherence. It does not give theargumenta concluding ending

9 / 14 Points

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RT Critical Thinking 6SA Method - ETH Weblog Service