Beyond the Basics: Implementing and Assessing Rigor in the
Classroom Whos Talking Now?
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Beginning with the end in mind Why do we teach what we do?
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The Building Code Dilemma
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So what role do standards play in what we teach?
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Curriculum Standards are the Floor NOT the ceiling!
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So what role do assessments play in what we teach?
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Assessments dont drive instruction!
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Goals drive Assessment!
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Assessments INFORM instruction!
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Now thenlets get on with instruction!
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IT DOESNT MATTER *how rigorous our standards are, *how well our
curriculum is vertically/horizontally aligned, *how strong our
assessments are,
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IF Our lessons are designed with students as observers and
arent student centered then kids arent learning!
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Simply put Students must be supported in taking on their
central role, by teachers who systematically analyze their students
needs, who carefully articulate specific goals so students can
reflect on their success in achieving them, and who devise engaging
and carefully sequenced instructional materials that both teach
students crucial procedural knowledge and content while rewarding
them for employing that knowledge in meaningful social
activities!
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SO LETS ANALYZE THESE KEY POINTS AND PUT THEM IN CONTEXT! their
central role The one doing the READING, WRITING and TALKING is the
one doing the learning! systematically analyze data driven based on
assessment information Clear learner targets not an outline of
activities or a to- do list reflect opportunity to think about
their work and revise their work based on new knowledge or
feedback
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carefully sequenced no happy accidents, structured in a way
that kids will have intentional opportunities crucial procedural
knowledge knowing what to do, when to do it and HOW to do itwithout
you! GRADUAL release content no brainer meaningful social
activities opportunity to work with others cooperatively,
collaboratively in research, acquisition of knowledge and
demonstration of knowledge (speaking and listening) engaging
learning that is motivating and prevents apathy
Slide 16
So where can we begin in our QUEST to ENSURE student learning
is meaningful and RIGOROUS?
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Now lets think about how they are related? If I can read I can
___________. If I can write I can ___________. If I can speak I can
___________. If I can listen I can __________. Keep going do as
many as you can!
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READING Why do adults read?
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So where do we start?
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Stone builder
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SET THE STAGE FOR Why do I have to read this? LEARN something
new CLARIFY something Ive learned REINFORCE what I think I know
EXTEND what I know with a deeper understanding or new perspective
LEARN something new CLARIFY something Ive learned REINFORCE what I
think I know EXTEND what I know with a deeper understanding or new
perspective
Slide 24
Power of Prediction One of the first things we do is predict
(look at the cover of this book) SKIM through it looking at
pictures, headings, read the blurb on the backwe make predictions
about what it would be about, how interesting it would be, how long
it would take to read etc. Based on this BOOK/TEXT walkwhat do we
think its going to be about? What are some words we might
encounter? One of the first things we do is predict (look at the
cover of this book) SKIM through it looking at pictures, headings,
read the blurb on the backwe make predictions about what it would
be about, how interesting it would be, how long it would take to
read etc. Based on this BOOK/TEXT walkwhat do we think its going to
be about? What are some words we might encounter?
Slide 25
Probably Passage Choose several vocabulary words from the text
that are key to the story or topic - discuss the meaning of each
word, next ask students to develop a paragraph that uses all the
words and predicts what they think the gist of the text will be.
Once they read have them verify how close their predictions
were.
Slide 26
Anticipatory Sets Ex yesterday we talked about __________ and
read about the process in our textbook. Work with your partner and
make a chart that shows as much as you can remember about the
process from our discussion yesterday As we read today, we will be
adding to the information and expanding our knowledge about the
topic. (setting that pupose) Ex yesterday we talked about
__________ and read about the process in our textbook. Work with
your partner and make a chart that shows as much as you can
remember about the process from our discussion yesterday As we read
today, we will be adding to the information and expanding our
knowledge about the topic. (setting that pupose)
Slide 27
Anticipatory Sets Suppose you were going to run for mayor of
the town. Make a list of information you would need to know to run
for the office. Lets say you want to open a restaurant or clothing
store in your town. Make a list of information you would need to
know before you do it. So what would be the purpose here? Suppose
you were going to run for mayor of the town. Make a list of
information you would need to know to run for the office. Lets say
you want to open a restaurant or clothing store in your town. Make
a list of information you would need to know before you do it. So
what would be the purpose here?
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Round Robin-Brainstorming 1.assign groupshang chart paper
around the room 2.groups spend 3-5 minutes at each station and make
a concept map (digestive, muscular, skeletal, excretory,
circulatory, etc) 3.groups move and add to them or place a question
mark next to info they feel may not be correct 4.now they read and
respond to any questions from other groups (original chart) Reading
fills in holes, reinforces, clarifies, extends! 1.assign groupshang
chart paper around the room 2.groups spend 3-5 minutes at each
station and make a concept map (digestive, muscular, skeletal,
excretory, circulatory, etc) 3.groups move and add to them or place
a question mark next to info they feel may not be correct 4.now
they read and respond to any questions from other groups (original
chart) Reading fills in holes, reinforces, clarifies, extends!
Slide 29
Color coding As you read you will use the colored stickers to
identify: mood, characters, setting, problem, solution, etc. More
complex: rising action, falling action, climax, conflict (external,
internal, man vs. man, man vs. circumstances, man vs. society, man
vs. himself, character vs. nature, character vs. himself), point of
view, irony Sets the stage for the KIND of reading they will
docollecting evidence (connect to text, support answers) As you
read you will use the colored stickers to identify: mood,
characters, setting, problem, solution, etc. More complex: rising
action, falling action, climax, conflict (external, internal, man
vs. man, man vs. circumstances, man vs. society, man vs. himself,
character vs. nature, character vs. himself), point of view, irony
Sets the stage for the KIND of reading they will docollecting
evidence (connect to text, support answers)
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What about a mini-lesson to front end load? What literary
device does this show?
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Lets build on thatSCAFFOLDED Learning Few more visuals then
transfer pictures to words
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TEXT The water is as pure and transparent as the mud. I
couldn't win the match, thanks to the correct decisions of the
referee. The task is as simple as performing a brain tumor
surgery.
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By setting the purpose we let students know HOW to prepare to
read. In other words, how carefully, whats important, when we can
skim and when we need to read more carefully. Think about a
magazine
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We typically dont read cover to cover we look at pictures,
headlines, caption and make a judgment about whether we are going
to read an article in within seconds. We anticipate how much we
might learn, what will entertain us or what will give us info we
might need later an then we decide to read it based on one of
these
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Sodo we have to know this? what they are really asking is What
am I going to do with this information? What will they do with the
information from the reading? Graphic organizer, writing a summary
of key points, writing their own story using the same pattern.
(still setting that purpose)
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Ex. Notecards After the reading: note card facts 8-10 notes per
group one per card Collect them as a larger group (group similar
cards together and then record on the board) CLASSIFY, ORGANIZE,
REFLECT
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INVEST THE TIME in FRONT LOADING It will pay off in the end
with better quality of work and more efficient use of their time!
AND MAKE NO MISTAKE It is THEIR time!
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SOMETHING SHOULD HAPPEN AS A RESULT OF READING AND LISTENING
Info In REACTION WRITING AND SPEAKING Info Out
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You hear teachers say all the time My kids cant write! You
NEVER hear them say My kids cant talk! If they can talk they CAN
write ! If they cant write, its on usthey come to us as effective
talkers, what we do with it is on us! Lets look at the power of
connecting them. THIS IS STRUCTUREINTENTIONALNOT A HAPPY
ACCIDENT!
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When arguing aint a bad thing! Emphasis on teaching argument in
addition to persuasive and opinion pieces. Why the shift? Whats the
difference? ALPHA BLOCKS (P/O) or (A)
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Example! "Pretend youre in the market for a new car," "When we
finish the example, we'll talk about the differences between what
the salespeople at the dealerships do, and what you will need to
do."
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You decide to look at a Chevy dealership and at a Volkswagen
dealership to compare a few different cars youve liked for a long
time.
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W hen you go to the Chevrolet dealership, the salesman tells
you all about the new Camaro. Using his persuasive skills and a bit
of emotional appeal and a few relevancy errors, he tells you how
safe it is, what great gas mileage it has, how reliable it is, and
how popular it is with people who are exactly like you. He tells
you how great youll look behind the wheel of this American classic.
He makes you sit in an office for 6 8 hours while he and his
manager negotiate the price of the car. This salesman has used
persuasion, not argumentation, to try to sell you the Camaro.
Slide 44
T hen you go and look at Beetles at the Volkswagen dealership.
When you get to the Volkswagen dealership, the salesman tells you
all about the new Beetle. Using his persuasive skills, including a
little emotional appeal and a few relevancy errors, he tells you
how safe it is, what great gas mileage it has, how reliable it is,
and how popular it is with people who are exactly like you. He
tells you how great youll look behind the wheel of this reliable
classic. He makes you sit in an office for 6 8 hours while he and
his manager negotiate a sales price. This salesman has used
persuasion, not argumentation, to try to sell you the Beetle.
Slide 45
After you visit both dealerships, you go home to put your
critical thinking skills to the test and consider your options. You
do additional research on both cars to check the facts given to you
by the dealers, make pro and con lists for both vehicles, rate your
priorities, and make a sound decision about which car to buy. Once
you complete your research, you choose to buy the Volkswagen
Beetle.
Slide 46
The day after your purchase, you drive your new car to work
where youre greeted by a co-worker who says, Thats not even an
American car! Whyd you decide to buy that car? Now youre in a
pickle. You have to defend your position to your co-worker while
refuting his assumption that an American car was the best choice
for you. In other words, responding to your co-worker will require
skills in argumentation.
Slide 47
Argument is about making a case in support of a claim in
everyday affairsin science, in policy making, in courtrooms, and so
forth. It will help students become critical thinkers, and help
students evaluate the arguments of others, arguments they hear
every daya skill critical to participating in a democratic society
REMEMBER HOW WE BUILD A HOUSE!
Slide 48
Developing ARGUMENTS is not a Language Arts skill/concept or
understanding. It has an important place in EVERY area of content.
It develops critical thinking skills, Promotes problem solving,
Incorporates research and collaboration, Requires sound
communication skills like writing and speaking, Expects sound
reading an listening skills Helps students synthesize, apply and
learn THE CONTENT.
Slide 49
Dont forget we are preparing students to be CCR! That means we
cant be CCC! We have to plan/create opportunities!
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Just like with the irony example we have to scaffold this kind
of thinking! Move students from simple to COMPLEX. Start with
arguments of FACT. This will let them use knowledge they already
have so that they can learn the STRUCTURE of arguments in general
and how to draw conclusions that are defensible.
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SO how do we prepare them for CCR? Well our textbooks wont do
it. An average high school text spends 45 pages covering persuasive
writing and only 1.5 pages covering logical appealsthe heart of
argument. In a persuasive essay, you can select the most favorable
evidence, appeal to emotions, and use style to persuade your
readers. Your single purpose is to be convincing. The same might be
said of propaganda and advertising. Argument, on the other hand, is
mainly about logical appeals and involves claims, evidence,
warrants, backing, and rebuttals.
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Elevator Talk
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Heres the process a claim based on evidence of some sort a
warrant that explains how the evidence supports the claim backing
supporting the warrants qualifications and rebuttals or counter
arguments that refute competing claims (TOUGH higher level)
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The claim is the answer to a question. Some call the Thesis
Data that supports the claim.
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It comes in stages First level of argument we are pretty good
at MAKING claims *usually in response to a teachers question
*rarely require support or justification for their answers *an
undefended claim has NO place in argument *focus is on whether the
claim is correct rather than whether they are plausible given the
evidence/support
Slide 56
Claims Every day we are inundated in electronic and print media
with claims about products and what they can do for us, how they
can make us happy, healthy, attractive, productive, or popular.
Almost without exception, these are never substantiated. Yet we are
being asked to spend our earnings to obtain the product purported
to make us happy or productive. And people do spend, usually
without questioning the claims. Research shows that teenagers,
including college freshmen, see no reason to question or
substantiate claims in any context.
Slide 57
Look at this example Some people believe that all teenagers
should be required to perform one year of unpaid service for their
community right after they graduate from high school. This
community service might include helping to clean up parks,
delivering food to the elderly, or working in a hospital. What is
your position concerning this issue? Write a letter to your senator
in which you state your position and support it with convincing
reasons. Be sure to explain your reasons fully. TYPICAL PROMPTis it
argument/persuasion
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What do you think? As a teenager about to graduate from high
school, I think it is rather unfair to do these services without
being paid for it. Therefore, I believe we shouldnt have to do
these services right when we get out of high school. First of all,
when people graduate from high school, a majority of the people
will either go to a junior college or college. During the summer
break, most of them will get jobs to help pay for college. Another
reason is, it takes money to drive around town and do these
services. Personally, I think you all should use all of the
unemployed people that receive unemployment checks because theyre
the ones that have nothing to do. These are the reasons why I think
we shouldnt have to do these services. All claims are minimally
sufficientbut this is largely looked at as okay!
Slide 59
Evidence Although many teachers begin to teach some version of
argument with the writing of a thesis statement (a claim), in
reality, good argument begins with looking at the data that is
likely to become the evidence in an argument and which gives rise
to a thesis statement or major claim. That is, the thesis statement
arises from a question, which in turn rises from the examination of
information or data of some sort.
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So whats the problem? Most teachers begin by having students
write thesis statements with no mention of data of data of any
kind. Students were supposed to find problems somewhere and make
some claim about them. However, without analysis of any data
(verbal and nonverbal texts, materials, surveys and samples), any
thesis is likely to be no more than a preconceived idea or
assumption or clichd popular belief that is unwarranted and, at
worst, totally indefensible.
Slide 61
Start with data sets that require some interpretation and give
rise to questions. When the data are curious and do not fit
preconceptions, they give rise to questions and genuine thinking.
INQUIRY Attempts to answer these questions become hypotheses,
possible future thesis statements that we may eventually write
about after further investigation. The process of working through
an argument is the process of inquiry. At its very beginning is the
examination of data, not the invention of a thesis statement in a
vacuum.
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Here are the steps 1. Examine data 2. Ask questions based on
data 3. Reexamine data 4. Try to answer the questions 5. Data that
supports our answer = Evidence
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Evidence, to be useful, must be relevant and verifiable. In
some disciplines and fields of work, such as science and criminal
justice, special procedures must be followed so that evidence will
not be impeached. But basic to any kind of argument is the
verifiability of the evidence. *A literary critic must cite the
works discussed and quote from the texts to prove a claim. *An
historian must carefully note the artifactual or documentary
evidence basic to the argument being made. *A scientist must
explain the nature of observations or experiments, the collection
of data, the conditions, so that the study can be replicated.
Readers will want explanations of why the data we produce support
the claims we make and are trying to demonstrate. This is the job
of the warrant.
Slide 64
Warrants In contemporary crime scene investigation programs on
TV, considerable time is devoted to establishing warrants. Most
viewers of such programs are likely to be fully aware, for example,
that fingerprints at a crime scene may lead to an arrest of the
person to whom those prints belong because any given persons prints
are unique, and therefore indicate the presence of that person at
the scene. Similarly, we also know that pistols and rifles leave
distinctive markings on bullets fired from them. Thus, a bullet
found in a victim or at a crime scene may become the evidence that
links a gun owner to the shooting of the gun and the commission of
the related crime. The prints and the markings on bullets are the
evidence that indicate the identity of perpetrators by way of
warrants concerning their uniqueness. For example, consider this
scenario given to a class
Slide 65
Consider a sketch of a dead mans body hanging from a
chandelier, his feet dangling a distance above a stool on which the
dead man had presumably stood before hanging himself. The sketch is
accompanied by a note explaining the mans reasons for committing
suicide. Students were encouraged to examine the evidence of the
sketch and the note to determine what had occurred. As students
began their discussion in small groups, they attended to the note
and seemed to examine the picture only cursorily. Before long,
however, one boy proclaimed to his group that it could not be a
case of suicide. Look where his feet are, he explained. If he
hanged himself, his feet wouldve been below the top of the stool.
Theyre not. Theyre way above it. The young man had hit upon an
important warrant. He explained it as follows. When a person hangs
himself, he has to drop from some height so that the noose will
tighten and strangle him. See, look where his feet are, a couple of
feet above the stool. He couldnt have jumped up, fastened the rope,
put the noose around his neck, and hung himself. These were
statements of evidence and a warrant that the class could
accept.
Slide 66
SO where do we start? Begin with a specific problema crime that
needs to be solvedthat contains data about which claims may be made
and for which warrants may be developed. By starting with a
problem, students learn the strategies for making arguments:
analyzing evidence critically in light of existing knowledge
interpreting the evidence to explain what it shows developing
warrants that show why the evidence is relevant using the evidence
and the explanations to solve the problem
Slide 67
Slide 68
Slip or Trip? At five-feet-six and a hundred and ten pounds,
Queenie Volupides was a sight to behold and to clasp. When she tore
out of the house after a tiff with her husband, Arthur, she went to
the country club where there was a party going on. She left the
club shortly before one in the morning and invited a few friends to
follow her home and have one more drink. They got to the Volupides
house about ten minutes after Queenie, who met them at the door and
said, Something terrible happened. Arthur slipped and fell on the
stairs. He was coming down for another drinkhe still had the glass
in his handand I think hes dead. Oh, my Godwhat shall I do? The
autopsy conducted later concluded that Arthur had died from a wound
on the head and confirmed that hed been drunk.
Slide 69
Slide 70
We need to try to determine what happened. Our first question
should be, Can we believe what Queenie says? Most of you have
learned, from watching various crime shows, that witnesses are not
always reliable. What do you think? Is what you see in the picture
consistent with what Queenie says?
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The rule is the warrant!
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Activity
Slide 73
Example 1 student responses
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Example 2 student responses
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Example 1 student responses In general has the idea! ButNeeds
more explanation to connect to the evidence Does this reveal
anything about whether shes lying
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Example 2 student responses Hypothetical and unclear Hard to
interpret Close but unclear
Slide 77
Writing the report If we were really an investigative team and
if this were a real crime, to whom would we have to write a report?
students make suggestons the boss, the chief inspector, the
district attorney, or the chief of police. We settle on the chief
of police. What would we need to explain to the chief? List their
suggestions on the overhead (if they miss any, I ask a leading
question: Should we explain when we arrived on the scene?): when we
arrived what we found what Queenie said what the autopsy found
whether the evidence supports what Queenie said our conclusion
and/or recommendation explanation of evidence supporting our
conclusion and recommendation
Slide 78
Whole class Example We found Arthur Volupides lying at the
bottom of the main stairs on his back, faceup, his feet on the
third step. He was still holding a glass in the fingertips of his
left hand. His clothes were neat. Nothing on the wall beside the
stairs was disturbed. The carpet where he lay was undisturbed.
Queenie said that Arthur slipped and fell on the stairs. He was
coming down for another drink. He still had the glass in his hand.
Next we have to present our thinking about the situation. By this
time, students have given up any claim that Queenie is telling the
truth. A few questions lead to: We believe Queenie is not telling
the truth. The evidence does not support what she says
happened.
Slide 79
Now gradual release Ask them individually to write out the
evidence and the rules (warrants) that allow them to interpret the
evidence. They need to include at least five pieces of evidence,
each with an appropriate warrant and any necessary explanation.
sample from student We believe that the evidence does not support
her claim. First, the cup is in his hand. When people fall down the
stairs, they let go of what they are holding to try and get a grip
of something to stop. Second, the way Arthur is facing is weird.
When someone falls down the stairs, their body would be facedown.
Arthur, though, is faced upwards. Third, she waited to long to call
the police or ambulance. She waited for her friends to do anything.
When someone sees another person hurt they automatically call the
police for help The last reason I believe she is lying is because
the things on the wall are all straight. They seem like if they
hadnt been disturb. If someone falls down the stairs, they will try
to hold on to anything. Especially if they you see things in the
wall you will try to brake your fall.
Slide 80
Developing independence The Assignment You are the investigator
reading the reports above and inspecting the picture of the scene.
Mr. Karazais son claims that his father hanged himself. What do you
think is the truth? From the evidence available, make a case for
what you think really happened. If you believe that other evidence
is necessary, make a recommendation about what other evidence might
need to be collected. Before you begin to write your report, list
the evidence and warrants you will use in making your case.
Students did this work in class. What are the data sets? Who is the
audience?
Slide 81
Revise on feedback and criteria Checklist for Revisions 1. Have
you described what was found at the scene and what the autopsy
revealed? 2. Have you incorporated at least three pieces of
evidence? 3. Have you provided the rules or warrants that explain
why the evidence is important to your claim? 4. Have you made a
recommendation about what should happen next or what more evidence
is needed?
Slide 82
How can these types of activities help you introduce elements
and structure of arguments?
Slide 83
Writing Arguments in the History Classroom Allows us to
approach history the way historians do, focusing on analysis and
argumentation over memorization and summary. While history may
begin with facts, it does not end there. The excitement and rigor
of learning history lies in the interpretationhow one makes sense
of the facts. Learning history provides an opportunity for our
students to have a voice in an ongoing dialogue about what happened
in the past and why it matters. To engage in this scholarly
dialogue, our students must learn what it means to think, read, and
write like historians. When students read the genre of historical
argument with the purpose of identifying and evaluating the authors
claim and the evidence used to support that claim, they are not
only exposed to the content of history, but also the discourse of
history. When students analyze a case in which two or more texts
provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation they
are experiencing a discipline that holds the possibility of
multiple interpretations and invites participation in the making of
meaning.
Slide 84
Scaffold Explain to students that they have been hired by town
officials to consider whether the town should continue to recognize
Columbus Day as a holiday. In recent years, protests from Native
American groups have increased and town officials have been under
increasing pressure to stop celebrating Columbus Day. Those groups
argue that Columbus's legacy is one of murder and theft and is not
worthy of memorializing. On the other hand, many other community
members feel it is unfair to judge the morality of a man who lived
400 years ago by today's standards. They argue that Columbus was a
man of his times, when expansion and conquest were accepted as
normal. They further argue that even if Columbus was not a moral
icon, it is really the spirit of adventure, exploration, and
innovation that we celebrate on Columbus Day.
Slide 85
Task #1 Set a purpose Tell students that in the course of their
research they will have to determine exactly how much is known
about Columbus and what he did. They will have to evaluate the
actions of the man and the results of his actions (i.e.,
present-day American culture). Finally, they will have to decide
the best course of action the town can take to resolve the conflict
between its residents.
Slide 86
Task 2: Plan the structure Have students work in groups to put
together an action plan. The action plan should list: where to look
to find the answers to the questions (the Internet is not always
the best place); who will gather the information for each question
and deadlines for completing research; what outside texts group
members will read; a detailed description of what the group will do
on each day of the one- week project; who will do the actual
writing; this should probably be more than one person and the
entire group should discuss what is going to be written; Tell
students that each group should hand in its final report and
"division of labor" sheet by the end of the week. The division of
labor sheet should list what each group member did on the project
and should look similar to the information provided in the plan of
action. The information in this document should reflect whether
each group member met his or her responsibilities within the
group.
Slide 87
Task 3 role of research Tell students that each group may send
one member to the computer center or library during class time.
Point out that, although they can find an enormous amount of
information about Columbus on the Internet, they should not use
only the Internet for their research. 5 ipads per classamazing
Slide 88
What other areas of history could we considerthoughts???
Slide 89
Writing Arguments in the Science Classroom In this framework,
the claim is the answer to a question or a problem. Evidence is the
scientific data, which are used to support the claim. Scientific
data is information, such as observations and measurements, that
can either be collected by the students themselves (i.e. first hand
data) or be collected by another individual and provided to the
students (i.e. second hand data). Typically, scientists selection
and use of scientific data is influenced by their understandings of
scientific principles. The reasoning articulates the logic behind
that choice and articulates why the evidence supports the claim.
Finally, the rebuttal makes a claim about why alternative arguments
(counter-arguments) are incorrect and uses additional evidence and
reasoning to justify that rationale.
Slide 90
Scientific collaboration takes the form of disagreement and
argument about evidence. In this way, communities of scientists
challenge and validate one anothers ideas in order to advance
knowledge. Science requires careful communication and
representation of ideas. Scientists frequently share formulas,
theories, laboratory techniques, and scientific instruments, and
require effective means by which to understand and disseminate
these types of information. They share their ideas and observations
in myriad ways, including the use of text, drawings, diagrams,
formulas, and photographs. They communicate via PowerPoint slides,
e-mail exchanges, peer-reviewed research articles, books, lectures,
and TV programs or documentaries. They participate in research
groups, academic departments, scientific societies, and
interdisciplinary collaborations.
Slide 91
Elementary Example Use your ecocolumn to develop a scientific
argument about some of the adaptations of one of the organisms
found there. Teacher tells his students: We will get into our
arguments. I want you guys to pick one organism, and start to write
an argument with a claim, supporting evidence and then the
reasoning for that. The students were not provided with any
additional written support; however, the teacher one did circulate
around the room as the students were writing and helped students
with their arguments. After writing their scientific arguments, the
teacher asked a couple of students to share their writing out loud
and the class discussed their argumentative products. The question
is open with multiple potential answers, because the students could
choose different organisms as well as different adaptations to
focus on in their argument. The students also defined their own
dataset by selecting from all of their observations, which meant
the dataset was potential large and could include both appropriate
and inappropriate data to justify their claim.
Slide 92
The students are using Google maps from three areas in their
city to predict the site that has the highest bird biodiversity.
Area #1 included mainly tall buildings and little green space. Area
#2 was a neighborhood that included four parks. Site #3 was on the
outskirts of the city and contained a golf course. The teacher
asked his students to write their responses to the following
question: Comparing the three sites, which site would you expect to
have the highest bird biodiversity? Why? After students recorded
their responses, Mr. Dodson then led a class discussion in which he
asked the students to debate their answers to the question IS THIS
ARGUMENT???
Slide 93
Student sample I said three (CLAIM) because theres less
distraction. Theres not a lot of noise (REASONING) and even though
theres a street right there, they still have all - for three they
still have a lot of places to go, like what Chloe was saying. They
still like have places to go that is what she said (EVIDENCE). But
I wouldnt agree with golf course either because that does not have
anything to do with it. Theres other places they can go. (EVIDENCE)
Gives a rebuttle, states, defends evaluates
Slide 94
Another sample Comparing the three sites I would expect the
second site to have the highest bird biodiversity (CLAIM). One
because there is a good amount of trees (EVIDENCE) to get food
(REASONING). There is different types of places (EVIDENCE) they can
go to in site two (REASONING). What do you notice? Is it good?
Slide 95
Weve looked at reading, speaking, listening, research,
writingnow lets tie it all together!
Slide 96
Opportunities we create! Start with a question relating to your
topic/theme.
Slide 97
How can we make the prison reform at eastern state penitentiary
piece an argument? Document Based learning Primary Source, SS Look
at your sample Is it an argument piece? How can we make it
one?
Slide 98
What other ideas could it lead to? Watch the video:
http://www.youtube.com/watch?v=46 MpVGE6jJY Can this video be an
argument piece???if not how could it be adapted? Does it have a
place? Does this relate to the primary source?
http://www.youtube.com/watch?v=46 MpVGE6jJY
Slide 99
TASK: * WATCH THE VIDEO *READ THE ARTICLE/HANDOUT *DO YOUR OWN
RESEARCH ON LINE TO FIND ARTICLES/DATA, ETC. THAT SUPPORT OR REFUTE
*WRITE/PRESENT
Slide 100
Does an argument have to be a completed writing piece? Consider
debates presentations photo essays
Slide 101
http://lmc.gatech.edu/~awood3 1/studentwork.html
Slide 102
Whats the argument? Whats the value of this format? Look at the
print articles, blogs, cartoons, etc. Do they support or defend
this argument?
Slide 103
GUT CHECK What are the obstacles or barriers? What would you
have to give up?
Slide 104
Are we innovators and problem solvers when challenged or do we
make excuses as to why we cant and complain?