The "Common Core" is about "Common Practice"
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This document outlines a protocol for teaching argumentation and research skills through debate sessions on essential questions. The protocol involves students being randomly assigned to "for" and "against" sides of an issue. They then silently read resources, develop their argument strategy, present and debate their positions, and conduct follow up research and argumentation. The goal is to help students develop habits of mind like those in the AASL standards by engaging in argument from evidence across multiple sessions focused on developing research and writing skills.
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The "Common Core" is about "Common Practice"
- 1. COMMON COREis about common practice The
- 2. (image of “3”)A practical, informal, classroom-ready approach that incorporates a wide range of best-practices sessions comprising
- 3. Common Core Non-fiction writing Research model Argumentation Information literacy
- 4. “It is easier to act your way into a new way of thinking than it is to think your way into a new way of acting.” -Burchell & Robin, The Great Workplace
- 5. Why?
- 6. Essential Question “Should textbooks drive curriculum in the social studies classroom?”
- 9. 10 minutes Silently & independently process the content of your resources. Read, annotate, mark-up, think. step 1
- 10. 20 minutes Structure your team’s argument and strategy/ approach for a “mini debate.” step 2
- 11. Essential Question “Should textbooks drive curriculum in the social studies classroom?”
- 12. 5 minutes Each group, in turn, presents their side of the argument. step 3
- 13. ? minutes Informal, back and forth, free form argument & discussion. step 4
- 14. next steps Follow-up research & argumentation using search and The Incubator @ NKCS. step 5
- 19. CRAP TEST The
- 20. Currency How recent is the information? How recently has the website been updated? Is it current enough for your topic?
- 21. reliability What kind of information is included in the resource? Is the content of the resource primarily opinion, is it balanced? Does the creator provide references or sources for data or quotations?
- 22. authority Who is the creator or author? What are the credentials? Who is the publisher or sponsor? What is the publisher’s interest in this information?
- 23. purpose/ point of view Is this fact or opinion? Is the creator/author trying to sell you something? Is it biased?
- 26. 25 Minutes Follow-up by evaluating your chosen resource and conducting a final database search. SESSION 6
- 27. WHAT? Ten minutes worth of: habits of mind the protocol teacher role modificationssupport needed? engagement implications of the standards content areas?choice
- 28. debrief process step 5 next slide, please…
- 32. SYNERGY ACROSS STANDARDS MATH SCIENCE ELA M1. Make sense of problems and persevere in solving them. M6.Attend to precision M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning M2. Reason abstractly & quantitatively S1.Ask questions & define problems S3. Plan & carry out investigations S4.Analyze & interpret data S6. Construct explanations & design solutions E1. Demonstrate independence in reading complex texts, & writing & speaking about them E7. Come to understand other perspectives & cultures through reading, listening, & collaborations ! E2. Build a strong base of knowledge through content rich texts E5. Read, write, and speak grounded in evidence M3 & E4. Construct viable arguments & critique reasoning of others S7. Engage in argument from evidence ! S2. Develop & use models M4. Model with mathematics S5. Use mathematics and computational thinking ! S8. Obtain, evaluate & communicate information E3. Obtain, synthesize & report findings clearly & effectively in response to task ! E6. Use technology & digital media strategically & capably M5. Use appropriate tools strategically !
- 33. Common Core Non-fiction writing Research model Argumentation Information literacy
- 36. COMMON COREis about common practice The
- 37. The End.
- 38. THANKS “Three” by Grant Hutchinson on Flickr. “Parasol” by HKmPUA on Flickr. “Stormy Weather” by JD Hancock on Flickr.
- 40. Essential Question “Should textbooks drive curriculum in the social studies classroom ?”
- 41. AASL’s standards for 21st century learners: “The definition of information literacy has become more complex as resources and technologies have changed. Information literacy has progressed from the simple definition of using reference resources to find information. Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century.The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. The amount of information available to our learners necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively.” ~AASL’s Standards for 21st Century Learners
- 42. Did our protocol help you develop the habits of mind addressed in this definition?
- 46. PROTOCOL DRAFT: • randomly-selected, grouped as “for vs. against” • 60-90 min. • 10 min. silently process content of resource (read, highlight, note, etc. - mark-up) • 20 min. each team structures their argument and strategy/approach to “mini debate” • 5 min. for each group to present their side • 5-20 min. for back and forth argument • Jaime leads debrief of process (to be finished on site in a Google Form using a closure protocol) • Sean introduces asynchronous follow-up argumentation via Digital Express. protocols will be pre-constructed in a thread on DE.