STRUCTURED ACADEMIC CONTROVERSY: A STEP BY STEP PROCESS TO MEANINGFUL CLASSROOM DISCUSSION Stacy...
18
STRUCTURED ACADEMIC CONTROVERSY: A ST EP B Y S TEP PROCESS TO MEAN INGFUL CLAS SROO M D ISCU SSION Stacy Drum, Striving Readers Katie Anderson, C&I, Social Studies
STRUCTURED ACADEMIC CONTROVERSY: A STEP BY STEP PROCESS TO MEANINGFUL CLASSROOM DISCUSSION Stacy Drum, Striving Readers Katie Anderson, C&I, Social Studies
STRUCTURED ACADEMIC CONTROVERSY: A STEP BY STEP PROCESS TO
MEANINGFUL CLASSROOM DISCUSSION Stacy Drum, Striving Readers Katie
Anderson, C&I, Social Studies
Slide 2
WORKING AGREEMENTS
Slide 3
STRATEGIES FROM MARCIA TATE As we are working today, look for
the following strategies: Strategy 1: Brainstorming and Discussion
Strategy 5: Graphic Organizers Strategy 13: Reciprocal Teaching and
Cooperative Learning Strategy 20: Writing and Journals
Slide 4
DO YOUR CLASSROOM DISCUSSIONS LOOK LIKE THIS? OR THIS? OR
THIS?
Slide 5
Student Engagement Democratizing the classroom Clear
articulation of complicated ideas Listening carefully and
intentionally Better content knowledge Dialoguing across
differences Civic knowledge, skills, democratic values,
participation BENEFITS OF DISCUSSION Nystrand (1997) and his
colleagues measured the relationship between the amount of
classroom discussion and student performance on knowledge exams and
found a positive correlation. The bottom line for learning, they
write, is the extent to which instruction requires students to
think, not just report someone elses [the teachers] thinking.
(Hess, 2011 )
Slide 6
DISCUSSION STRENGTHENS WRITING Prewrite (research and organize
research) Draft (organizing and articulating a position) Discussion
Revise (refine and incorporate new information) Edit, Submit
Slide 7
CHARACTERISTICS OF EFFECTIVE DISCUSSION: THE NON - NEGOTIABLES
Focus on an interpretable text, issue, idea, etc. Thorough
preparation. Student driven. Teacher facilitated. Sufficient time
spent on topic before going to another point. Whole group
participation. Participants and facilitator ask authentic questions
and refer to previous points made in the discussion. DIANA E. HESS,
2010
Slide 8
WHAT IS A SAC? Structured Small group Timed Precise, planned,
systematic procedure Academic Text based arguments Reasoning based
on claims and evidence Controversy Debatable question or topic
Students take sides and work towards consensus Building capacity
for discussion requires the use of multiple methods. Structured
Academic Controversy (SAC) is a great entrance model.
Slide 9
SAC: GOALS FOR STUDENTS 1.To gain deep and nuanced
understanding of an issue; 2.To make a reasoned argument based on
text-based claims and evidence; 3.To find common ground within a
controversial topic.
Slide 10
TEACHER PREPARATION OF SAC 1.Choose a historical question or
policy issue that lends itself to contrasting viewpoints. E: Was
the Code of Hammurabi just? M: Should America have declared war on
Germany, 1917? H: Was slavery the main cause of the Civil War?
2.Select one to three documents (primary or secondary sources) that
define the argument. See Resources for Building a SAC for suggested
websites in your packet. 3. Consider: Timing (initially, it will
take longer for you and your students). Plan on using about two
class periods for your initial SAC make adjustments as needed
Modify time allotments according to the needs and experience level
of your students However, keep times shorter rather than longer to
insure that students are staying on task Grouping Strategies
Classroom Set Up Quiet Signal/Timer
Slide 11
SCAFFOLDING & DIFFERENTIATING LIMIT number of documents 1-3
LIMIT number of documents 1-3 Use ACCOUNTABLE TALK prompts to
foster positive smart student interaction FLIP FLOP the writing
task: students write first to process the argument individually.
(creates confidence) Rewrite following SAC FLIP FLOP the writing
task: students write first to process the argument individually.
(creates confidence) Rewrite following SAC VARY SOURCE TYPE: image,
maps, charts, and text Have all YESs and NOs meet together prior to
SAC to strengthen argument ANNOTATION: provide students with a
directed process for annotation of their texts.
Slide 12
SAC STEPS Organize students in groups of four. Split each group
into two pairs. Pairs read, study, and formulate arguments on
opposing sides of the controversy. Pairs organize their argument on
their SAC Organizer. Pairs take turns presenting their argument The
pair not speaking listens and takes notes on the other position.
Pairs take turns questioning and asking for clarification as
necessary Groups work together to synthesize arguments: Groups
build consensus on at least one major point. Groups create
questions identifying where they need more information. Whole Class
Debrief Content Evaluation Process Evaluation
Slide 13
WHO WAS A MORE EFFECTIVE PRESIDENT: JFK OR LBJ?
Slide 14
Was the Code of Hammurabi just? SAC QUESTION FOR TODAY
Slide 15
Assign sides in your larger group: A.Yes. Hammurabis Code was
just. B. No. Hammurabis Code was not just. BREAK INTO GROUPS
Slide 16
THE SAC (TIMES ADJUSTED TO MEET OUR NEEDS TODAY) 5 minRead
silently through the text. 3 minWith your partner outline the
evidence for your position. 2 minMeet with other As/ Bs to share
evidence and add to your own note taker. 1 minMove back to foursome
and introduce yourselves. 3 minAs share their position (claims,
reasons, evidence). 2 min Bs demonstrate their knowledge of Aa
position by repeating back claims, evidence, reasoning and asking
for clarification as needed. 3 minBs share their positions (claims,
reasons, evidence). 2 min As demonstrates their knowledge of Bs
position by repeating back claims, evidence, reasoning and asking
for clarification as needed. 4 min Foursome openly discusses the
issue. Your goal is to find consensus (something you can agree
upon) and note any clarification you need or questions you now
have. 4 minWhole Group Content Reflection: Share out ideas of
consensus or sticky points 4 minWhole Group Process
Reflection:
Slide 17
REFLECTION What do you like about this discussion strategy?
Write down two or three different controversial topics within your
content that you could implement within this discussion format.
What type of writing assignment would you add? How is this related
to writing? Why is the student reflection crucial to the SAC
process? Which of Marcia Tates strategies did you notice? Where did
you notice them?