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Build pupils’ confidence
Qualifiers : Statements that limit the strength of the argument or statements that propose the conditions under which the argument is true. Rebuttals

Developing reflective skepticism
Pupils need to form their own opinions and ideas with the aim of learning to arrive at the process
in the light of evidence and for good reasons. Possible practice:
There is a need for teacher in the process of discussions to encourage pupils to:

offer reasons and evidence for their own claims

counter these claims from others which they consider week

question undersupported assumptions

be open minded in considering a range of opinions and perspectives

ask for clarification if they don’t understand

respect the right of others to hold their own point of view, even if they disagree with that
point of view
Build pupils’ confidence

Don’t discourage or inhibit your pupils from forming an opinion

Never denigrate

Always show interest

If your pupils lack self-confidence, work on this
The twentieth-century British philosopher Stephen Toulmin noticed that good, realistic
arguments typically will consist of six parts. He used these terms to describe the items.
Data
: The facts or evidence used to prove the argument
Claim
: The statement being argued (a thesis)
Warrants
: The general, hypothetical (and often implicit) logical statements that serve as bridges
between the claim and the data.
Qualifiers
: Statements that limit the strength of the argument or statements that propose the
conditions under which the argument is true.
Rebuttals
: Counter-arguments or statements indicating circumstances when the general
argument does not hold true.

69
Backing
: Statements that serve to support the warrants (i.e., arguments that don't necessarily
prove the main point being argued, but which do prove the warrants are true.)
Toulmin's diagram of arguments typically looks something like this example:

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