Curriculum.naf.org



NAF Professional EthicsLesson 3An Ethical Decision-Making FrameworkIn this lesson, students delve more deeply into how to respond to an ethical dilemma by studying ethical decision making. They begin by experiencing a simulation of ethical decision making through the online game Quandary. Then students focus on ethical dilemmas in a personal context, considering the types of difficult decisions that high school students might face. They practice applying an ethical decision-making framework to multiple ethical dilemmas. Students then shift to thinking about ethical decision making in a professional context by analyzing a case study of ethical dilemmas in their academy career field. They engage in a Socratic seminar discussion of their case study. Advance PreparationReview the Quandary game, available online at . You may wish to play through the game to familiarize yourself with it, or use the teacher resources available at teachers. Decide in advance if you will have all students complete the same episode or whether you will allow students to choose any of the four available episodes. It may be useful to keep in mind that the first two episodes (“Lost Sheep” and “Water War”) address issues of food and water for the colony, while the third and fourth (“Fashion Faction” and “Mixed Messages”) are more concerned with social dynamics within the colony.In Class Period 1, students will need computers or tablets with Internet access to play the Quandary game—ideally, one device per student. If that is not feasible, arrange for enough devices for pairs or triads. If students will work in groups, consider what guidelines to implement so that they work together to solve the problem in the game. For example, it may be helpful to suggest that students take turns controlling the game or that whichever student is controlling the game must get agreement from the members of his or her group before taking an action.Before this lesson, read Teacher Resource 3.3, Guide: Socratic Seminar, to familiarize yourself with one of this lesson’s key activities. If you will have difficulty accommodating the discussion setup in your classroom, arrange to use the school library, the cafeteria, or another location.This lesson is expected to take 5 class periods.Lesson FrameworkLearning ObjectivesEach student will:Distinguish between facts, opinions, and solutions List questions to ask when evaluating an ethical dilemmaDisplay understanding of an ethical decision-making framework*Evaluate ethical dilemmas and propose ethical solutions**This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.Academic StandardsAct as a responsible and contributing citizen and employee (Career Ready Practices, Common Career Technical Core 2012)Communicate clearly, effectively, and with reason (Career Ready Practices, Common Career Technical Core 2012)Consider the environmental, social and economic impacts of decisions (Career Ready Practices, Common Career Technical Core 2012)Understand how certain character traits enhance citizens’ ability to fulfill personal and civic responsibilities (McREL Civics Standards, undated, Standard 27)Apply decision-making techniques (McREL Thinking and Reasoning Standards, undated, Standard 6)Examine the role of ethics and social responsibility in decision making (NBEA National Standards for Business Education 2013, Management V, Ethics and Social Responsibility)AssessmentAssessment ProductMeans of AssessmentEthics case study on high school issues (Student Resource 3.4)Assessment Criteria: High School Ethics Case Study (Teacher Resource 3.2)PrerequisitesA basic comprehension of ethics and the principles of ethical conductFamiliarity with common terms and practices in the academy career fieldInstructional Materials Teacher ResourcesTeacher Resource 3.1, Presentation and Notes: An Ethical Decision-Making Framework (includes separate PowerPoint file)Teacher Resource 3.2, Assessment Criteria: High School Ethics Case StudyTeacher Resource 3.3, Guide: Socratic SeminarTeacher Resource 3.4, Chart: In-Discussion AssessmentTeacher Resource 3.5, Prompts: Learning Objective Reflection (separate PowerPoint slide)Teacher Resource 3.6, Guide: Teaching ReflectionTeacher Resource 3.7, Key Vocabulary: An Ethical Decision-Making FrameworkTeacher Resource 3.8, Bibliography: An Ethical Decision-Making FrameworkStudent ResourcesStudent Resource 3.1, Reading: What Is an Ethical Dilemma?Student Resource 3.2, Analysis: Considering an Ethical DilemmaStudent Resource 3.3, Reading: An Ethical Decision-Making FrameworkStudent Resource 3.4, Assignment: Ethics Case Study on High School IssuesStudent Resource 3.5, Guide: Socratic SeminarStudent Resource 3.6, Reference: Discussion StartersStudent Resource 3.7, Case Studies: Ethical Dilemmas in Career FieldsEquipment and SuppliesLCD projector and computer for PowerPoint presentationWhiteboard, blackboard, or flip chartComputers with Internet access (ideally, 1 per student)Computers with word processing software (optional)Chart paper and markers or other materials to create the Question Wall (see Class Period 5)Lesson StepsStepMin.Activityclass period 1135Simulation: Quandary GameStudents participate in a simulated decision-making exercise using the online game Quandary. This activity focuses on the following college and career skills:Locating, evaluating, and applying informationThinking critically and systemically to solve difficult problemsBegin class by pointing out that in the last lesson, students thought a lot about ethical codes that guide behavior. In this lesson, students will begin thinking about how to put those codes into action: how does your ethical code affect how you behave or what decisions you make?Explain that students are going to get the chance to do some decision making in a simulated context by playing an online game called Quandary. You may wish to offer a definition of quandary (see Teacher Resource 3.7, Key Vocabulary: An Ethical Decision-Making Framework, for a definition).Tell students that in the game, they will take on a leadership role in a colony on a new, previously unexplored planet. They will be confronted with a problem and will need to make a recommendation on how to solve that problem, using the information provided by members of the colony. Answer any questions students have about the basic concept of the game.Assign students to a computer or tablet and walk them through the process of finding the site, selecting a captain, and choosing an episode. If students will be working in groups, make sure to explain to them your expectations for how they will work together to control their game. Tell students to begin their game.As students work through the game, circulate around the room to answer questions and make sure students understand the gameplay mechanics. If some students (or groups of students) complete their game early, you can have them replay the same episode and make different choices, or you can have them try a different episode.You may wish to make announcements about the amount of time students have left to complete their game, as some students may take longer to make their decisions than others. Be sure to save enough time for a discussion after all students have finished their game.215Write, Share: Results of QuandaryStudents discuss what they learned from playing Quandary.When all students have completed their game, ask them to respond to the following questions, which may be posted on the board or a sheet of chart paper:What was the hardest part of this game for you? Why?Did you favor one solution from the start? If so, did any facts or opinions change your mind? If you stuck with your first solution, how did it turn out in the end?Which, if any, comments from the colonists expressed an ethical perspective? How does the decision-making process in Quandary feel professional? If not, why not? Give students a few minutes to write their responses. If students worked in a group, they can discuss their responses quietly with their group members and have one person serve as group scribe to take notes.Invite students to share their responses to these questions. If students worked individually, it may be helpful to ask for one volunteer’s response and then ask for a show of hands to see who responded similarly.The first two questions will have varying personal responses. Students should be able to recognize that there were some comments that reflected an ethical perspective, typically phrased as “It’s not right to…” (kill the wildcats, keep the well water to himself, only make special uniforms for his friends). Students should also recognize that the game is designed to push the player into a professional approach to solving the problem. The game asks you to consider multiple perspectives and choose for the good of the colony, emphasizing fairness and impartial decision making in the face of opposing ideas.CLASS PERIOD 2315Reading: What Is an Ethical Dilemma?Students continue to consider situations that are ethical dilemmas and ways to make a decision in such situations. This prepares students for learning about an ethical decision-making framework, which will be introduced in the next activity.Ask students to read Student Resource 3.1, Reading: What Is an Ethical Dilemma? Explain that this brief reading describes four ethical dilemmas. Ask students to read over them and choose one to analyze. They should use Student Resource 3.2, Analysis: Considering an Ethical Dilemma, to guide them.Give students a few minutes to read over the dilemmas, select one, and analyze it using Student Resource 3.2. When approximately 15 minutes have passed, ask students to stop their analysis. Reassure them that they will be looking at this ethical dilemma again a little later in the class period.435Presentation: An Ethical Decision-Making FrameworkThis activity gives students an in-depth look at how to make an ethical decision using a decision-making framework. It also develops students’ listening and note-taking skills.To prepare, make notes to guide class discussion using Teacher Resource 3.1, Presentation Notes: An Ethical Decision-Making Framework. Have Teacher Resource 3.1, Presentation: An Ethical Decision-Making Framework (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Explain to the class that this presentation will introduce them to a specific ethical decision-making approach, and that during the presentation, they will practice this approach using the ethical dilemma they just analyzed.Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion.This presentation is duplicated as Student Resource 3.3, Reading: An Ethical Decision-Making Framework. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review.After the presentation, divide the class into pairs or groups of three that all worked on the same dilemma. Invite them to share how they worked through the decision-making framework and what their final decision would have been.Once the groups have had time to discuss, invite the class as a whole to discuss, using the following prompts:Did the decision-making framework lead you in a different direction than the analysis you did at the start of class? Why or why not?Did everyone in your group come to the same decision? Why or why not?To wrap up and consolidate learning, ask students to call out each of the steps of the decision-making framework and write them on the board. Tell students to copy the steps into their notebooks. Let students know that in the next class period, they will have another opportunity to practice applying this ethical decision-making framework.CLASS PERIOD 3540Assessment: Ethics Case Study on High School IssuesIn this activity, students apply what they learned in the last class period to a case study about a high school ethical dilemma.Remind students that in the last class period, they learned an ethical decision-making framework. In this class period, they will have the opportunity to practice using that decision-making framework on case studies about high school ethical dilemmas.Review Student Resource 3.4, Assignment: Ethics Case Study on High School Issues, with the class. Explain that students need to choose one of the three ethical dilemmas presented on this resource, or they may propose writing about a more personal ethical dilemma, as long as they discuss it with you first.Encourage students to use Student Resource 3.3, Reading: An Ethical Decision-Making Framework, to guide them. Review the assessment criteria with the class and answer any questions. Then have students get to work. Students can complete their assignment on the computer or on a separate sheet of paper.Circulate around the classroom to answer questions and keep students on task. Also evaluate student progress on the assignment as the period progresses. You will need to save 10 minutes at the end of the class period to discuss the homework. If students need more time to do a good job on their assignment, determine a due date and announce it to the class. Otherwise, collect the assignments when approximately 10–15 minutes remain in the class period. Assess completed assignments using Teacher Resource 3.2, Assessment Criteria: High School Ethics Case Study.610Homework: Ethics Case Study on Professional IssuesStudents prepare to engage in a Socratic seminar in the next class period by reading a career-specific case study about an ethical dilemma.Explain that students will be participating in a Socratic seminar in the next class period. Review Student Resource 3.5, Guide: Socratic Seminar. Tell students that a Socratic seminar is a special type of class discussion that they need to prepare for in advance. For homework, they are going to read about the Socratic seminar and also read a case study on ethical dilemmas in professional settings (Student Resource 3.7, Case Studies: Ethical Dilemmas in Career Fields). As they read, they need to prepare a list of possible questions and comments they can share during the discussion, using Student Resource 3.6, Reference: Discussion Starters, to help them.Answer students’ questions, but reassure them that the resources will address many of the questions they have about this new type of activity. Make sure students understand that they only need to read the case study that applies to their particular academy.class period 4750Socratic Seminar: Ethics in CareersUsing a Socratic seminar–style discussion format, students discuss what they have learned and what they think about the case study on ethics in their career field. This activity also focuses on the following college and career skills:Working effectively with a diversity of individuals and perspectivesDemonstrating the ability to speak effectivelyDemonstrating the ability to listen effectivelyBefore class begins, set up the classroom for the discussion. If the setup will be problematic, arrange to hold the class in the library, the cafeteria, or another larger, more flexible space. Students will be participating in two groups, so set up an inner circle of 10–20 chairs, depending on the class size, and an outer circle of an equal number of chairs. The inner circle chairs should be closer together; the outer circle chairs can be farther apart. The outer circle chairs can also be grouped around desks or tables so that students can take notes.You may assign students to a starting position in either the inner or the outer circle, or you may allow students to volunteer. In either case, ask students to briefly review the discussion guidelines before you begin.Let the inner circle group know that they will have approximately 10 minutes to discuss ethical decision making and the case study with each other. Set a timer or make sure to announce the remaining time at appropriate intervals, so that students understand how much time they have left.Try to allow students to talk and interact with as little interference from you as possible; however, feel free to use the questions and comments offered in Teacher Resource 3.3 to keep the conversation going when necessary. Use the chart in Teacher Resource 3.4, Chart: In-Discussion Assessment, to informally assess students’ performance. When 10 minutes have passed, ask students to trade places. Instruct the students who have just finished talking (those who have moved to the outer circle) to continue paying attention and taking notes, as there will be time for whole-class discussion at the end.Again, keep the new group aware of the time and contribute questions as necessary. When their 10 minutes are up, instruct students to stay in their current seats. Invite a student currently sitting in the outer circle to comment on something he or she heard in the inner circle. Allow the conversation to follow naturally from that first comment or, if students are not actively participating, call on another student to share a comment or observation.When 5–10 minutes remain in class, ask all students to think about how they would complete the following statement:One thing I learned from this lesson or this activity is…Give students a few moments to think; then go around the room and ask each student to complete the sentence. Make note of any particularly interesting comments or anything that indicates misunderstanding of the lesson and address those comments once all students have had an opportunity to share. Help students to recognize that professionals of all levels are often confronted by unexpected ethical dilemmas and that each person’s response to those dilemmas will be largely influenced by his or her personal ethical code as well as by experience and professional ethics expectations.class period 5820Discussion: The Question WallThis activity launches an ongoing “Question Wall” that allows students (and you as the teacher) to make note of significant questions that deserve additional discussion time in class.Before this class period begins, determine where you can create a Question Wall, or ongoing list of questions that can remain posted in your classroom. (Note: If you have more than one class currently taking Professional Ethics, you can combine their questions on a single list to save space.) The Question Wall could be a bulletin board, a sheet of chart paper, or any other arrangement that suits your classroom. The important thing is that it is consistently visible and available to be added to at any time during the course.Set up the Question Wall before class begins, and take time to think of at least a couple of questions that you could add to the wall to help students get started.When class begins, introduce the concept of the Question Wall to the class. Explain that this course is likely to generate many complex and juicy questions or conversation topics, and that those topics may sometimes arise when they cannot be fully addressed (e.g., when there are only five minutes left in a class period). Reassure students that their questions are important and tell them the Question Wall is their place to add questions that they want to discuss at some point in the course. Provide some examples of questions that have already come up in the course but have not yet been answered—questions that would be good to start the Question Wall with.Instruct all students to take a moment to look through their notes and materials from the first three lessons of this course and think about any questions they have that have not been fully addressed yet. Ask for volunteers to share their questions and post the appropriate ones on the wall. You can also add the questions you thought of to the wall.Tell students what the procedure will be for adding a question to the wall. Can they write it on there themselves? Should they give you the question and you will add it when the class period is over? Make sure students understand that adding a question to the wall does not guarantee it will immediately be discussed, but explain that you will make an effort to discuss all the questions before the end of the course.If time permits, take a few minutes to discuss one of the questions currently posted on the wall, or use a few more minutes to generate additional questions as a class, perhaps drawing on questions posed in the Socratic seminar during the previous class period.930Reflection: Key Learning ObjectiveStudents reflect on whether they met a specific learning objective for this lesson.Prior to class, prepare to project Teacher Resource 3.5, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity.Note: If your students lack experience with reflecting on their learning or reflecting on whether they met a learning objective for a lesson, refer to Teacher Resource 3.6, Guide: Teaching Reflection. Allocate more time for this reflection activity in order to integrate more direct instruction and practice. Write the following learning objective on the board: Evaluate ethical dilemmas and propose ethical solutions Project Teacher Resource 3.5, Prompts: Learning Objective Reflection. Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook. Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their reflections. Do the same for each of the other prompts. Their task is to choose the reflection that is most complete, on topic, and thoughtful. Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by reminding students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project. ExtensionsContent EnrichmentIf you feel that students would benefit from additional practice at applying the decision-making framework, consider pulling additional ethics “cases” from the archives of the National High School Ethics Bowl, available at . STEM IntegrationEngineering: Engineers frequently face ethical dilemmas because they often design solutions that must find a middle ground between budget and public safety. Present students with one of these scenarios from the National Academy of Engineering: students to draw a chart similar to the one in slide 6 of the presentation “An Ethical Decision-Making Framework.” Ask students to work in small groups and to go through the decision-making steps to fill in the chart and then test and evaluate a decision. Groups can report to the class and engage in a class discussion about the dilemma. How do questions of business and finance figure into the scenarios?Science: To explore a current scientific ethical dilemma, have students debate the following resolution, which is currently being debated in conservation biology: “We should strive to replace nonnative plant species with native plants.” Divide students into teams of four and assign each team to be for or against the resolution. They of course should also research the arguments for the other side to be prepared for the debate. Tell them to watch for finance- or business-related arguments to bolster their position. Here are some articles that students can use for research: Technology: If you have created a class blog for reflections, instruct students to post their reflection to the blog. Technology: Ask the students to use their smartphones or cameras to video the Socratic seminar and then replay the videos for class discussion or post them on the school website.Additional Cross-Curricular IdeasSocial Studies/History: Have students invent a game similar to Quandary, but with new scenarios based on historical events. For example, the colonists arrive on a new planet that has an indigenous people. Have students write up a scenario based on their knowledge of what happened when European explorers arrived in the Americas. Evaluate the scenario based on historical accuracy as well as the use of the ethical decision-making framework.English/Language Arts: Choose a book that deals with fairly complex moral and ethical questions, such as Chinua Achebe’s Things Fall Apart or Victor Hugo’s Les Miserables. Assign students to a particularly important decision within the book and ask students to use the ethical decision-making framework to analyze it. Was the decision ethical or not? This can lead to some interesting discussions: for example, Jean Valjean’s initial decision (before the start of Les Miserables) to steal a loaf of bread could be considered as ethical, since he took the bread to feed his starving relatives, yet it turned out badly for Valjean, as he was imprisoned. On the other hand, Javert’s decision not to turn Valjean in during the failed revolution in Paris is contradictory: it violates Javert’s professional ethics, but might be an upholding of a personal ethical code, and that contradiction drives Javert to his ultimate end. Point out that good writers, such as Hugo or Achebe, are often commenting on the ethics of a particular situation or the ethics of a society that allows such events to occur. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download