Case: Zijn Tesla-rijders asociaal?

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Electrisch rijden belast het energienet

22-02-2020 571 views 3

Zijn Tesla-rijders asociaal?

Het is een veelgehoord argument als het gaat om de elektrische-auto-discussie: het laadnetwerk. Want als iedereen bij thuiskomt gelijk de auto wil opladen, heb je net na de spits enorme pieken op het elektriciteitsnetwerk. Die pieken zijn natuurlijk wel te tegen te gaan met daltarieven en ‘slimme technologie’, maar EV’s blijven een probleem voor het electriciteitsnet.

> Lees het volledige artikel van Autoblog.nl .

Oud-minister Plasterk: Teslarijders zijn enorme asocialen!

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economical | political

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Assignments for students

1.1 In what medium is former-minister Plasterk accusing Tesla-drivers to be antisocial?

1.2 Is the accusation a factBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more or an opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more? Please explain your answer.

1.3 In the article you’ll find several quotes, pointing out the acclaimed standpoint of the Dutch left-wing party PvdA. Are these quotes factsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more or opinionsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more? Please explain your answer.

2.1 Charging an electric vehicle would possibly lead to increased prices for electricity, even for those households who actually don’t own an electric vehicle. Which ideas or motives mentioned in the article support this statement?

2.2 Based on what you know, what is your opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• A… Read more about Tesla-drivers? In what extent do you agree with former-minister Plasterk?

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Recommended by teachers

Buzz groups | Group activity

Students hold a short discussion (e.g. 5 minutes) per group in a low voice so not to disturb the others.
A reporter (appointed by the teacher or students) reports back the findings and various standpoints from his/her group.

Corner debate | Group activity

For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.

Learning discussion (or evaluation or discussion method) | Dialogue

Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?

Role play | Cooperative learning

Empathy game: the student, to the best of his/her ability, steps into the shoes of someone else in a particular role.
It is essential to create a climate of openness and trust.
For example, playing different characters in a text.

Three-phase interview | Group activity

The teacher formulates questions, which are answered by pairs each time. Student A interviews student B about the question. Afterwards, student B interviews student A.
A subsequent round follows in a group of four students. Each person tells the others what the outcomes of their interview were. A explains what B said, etc.
This is concluded with a class discussion.

Example: Say you wanted to live on your own: what would be involved?

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Edvard Spaapen

Editor of content during development stage