beyond the basics: implementing and assessing rigor in the classroom who’s talking now?

Beyond the Basics: Implementing and Assessing Rigor in the Classroom Whos Talking Now?

Beginning with the end in mind Why do we teach what we do?

The Building Code Dilemma

So what role do standards play in what we teach?

Curriculum Standards are the Floor NOT the ceiling!

So what role do assessments play in what we teach?

Assessments dont drive instruction!

Goals drive Assessment!

Assessments INFORM instruction!

Now thenlets get on with instruction!

IT DOESNT MATTER *how rigorous our standards are, *how well our curriculum is vertically/horizontally aligned, *how strong our assessments are,

IF Our lessons are designed with students as observers and arent student centered then kids arent learning!

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!

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

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

So where can we begin in our QUEST to ENSURE student learning is meaningful and RIGOROUS?

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!

READING Why do adults read?

So where do we start?

Stone builder

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

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?

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.

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)

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?

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!

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)

What about a mini-lesson to front end load? What literary device does this show?

Lets build on thatSCAFFOLDED Learning Few more visuals then transfer pictures to words

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.

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

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

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)

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

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!

SOMETHING SHOULD HAPPEN AS A RESULT OF READING AND LISTENING Info In REACTION WRITING AND SPEAKING Info Out

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!

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)

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."

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.

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.

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.

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.

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.

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!

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.

Dont forget we are preparing students to be CCR! That means we cant be CCC! We have to plan/create opportunities!

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.

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.

Elevator Talk

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)

The claim is the answer to a question. Some call the Thesis Data that supports the claim.

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

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.

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

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!

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.

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.

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.

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

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.

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

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.

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

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.

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?

The rule is the warrant!

Activity

Example 1 student responses

Example 2 student responses

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

Example 2 student responses Hypothetical and unclear Hard to interpret Close but unclear

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

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.

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.

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?

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?

How can these types of activities help you introduce elements and structure of arguments?

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.

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.

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.

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.

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

What other areas of history could we considerthoughts???

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.

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.

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.

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???

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

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?

Weve looked at reading, speaking, listening, research, writingnow lets tie it all together!

Opportunities we create! Start with a question relating to your topic/theme.

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?

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

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

Does an argument have to be a completed writing piece? Consider debates presentations photo essays

http://lmc.gatech.edu/~awood3 1/studentwork.html

Whats the argument? Whats the value of this format? Look at the print articles, blogs, cartoons, etc. Do they support or defend this argument?

GUT CHECK What are the obstacles or barriers? What would you have to give up?

Are we innovators and problem solvers when challenged or do we make excuses as to why we cant and complain?

beyond the basics: implementing and assessing rigor in the classroom who’s talking now?

Documents

feedback slide

apathy slide

new perspective slide

stone builder slide

building code dilemma

new knowledge

demonstration of knowledge

acquisition of knowledge