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Building/Supporting Critical Thinking from Multiple Perspectives

Building/Supporting Critical Thinking from Multiple Perspectives . Academic Language and Perspective Taking EDC 448 Workshop. Objectives. Collect Reading notes and Concept Definition Map Review directions for posting Text Set on the wikispace Pass back essays and review

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Building/Supporting Critical Thinking from Multiple Perspectives

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  1. Building/Supporting Critical Thinking from Multiple Perspectives Academic Language and Perspective Taking EDC 448 Workshop

  2. Objectives • Collect Reading notes and Concept Definition Map • Review directions for posting Text Set on the wikispace • Pass back essays and review • Discuss the role of higher level questions/tasks and how to support/scaffold students through the process of answering them with evidence based reasoning • QAR, QtA, Whose perspective is missing? (Critical Literacy) • Considering two sides of an issue (Argumentation Essays with Claims and Counterclaims) • Considering insights gained from a variety of viewpoints (Different Perspectives for Reading)

  3. Common Core Standards AS.W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. AS.W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. AS.W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

  4. Tasks: Academic Language & Perspective Taking • Argumentation Essay: Consider and develop claims and counterclaims related to: • 1) Students Should Regularly Read/Use Challenging Texts • 2) Using Accessible Texts Doesn’t Sacrifice Rigor • Consider and Develop Multiple Perspectives About An Issue • Should students have to meet a grade requirement to participate in sports? • Should Students Be Paid To Do Well In School?

  5. Argumentation Essay vs. Persuasive Essay or Five Paragraph Explanation Essay What is the structure of an argumentation essay? How can explicit teaching and A Graphic Organizer support your ability to write an argumentation essay?

  6. Explicit Teaching: Argumentation Essay Format • STATE YOUR CLAIM • Consider Claim 1 • Develop Claim 1: Reason A; Reason B • Consider Counterclaim 1: • Develop Counterclaim 1: Reason A; Reason B • Consider Claim 2 • Develop Claim 2: Reason A; Reason B • Consider Counterclaim 2: • Develop Counterclaim 2: Reason A; Reason B • Come to a conclusion (restate claim and sum up key evidence that suggests it is the claim best supported by the most reasonable evidence)

  7. State claim: Students should read challenging texts, but teachers can make them accessible without sacrificing rigor.

  8. Digital Scaffolding Tool for Evaluating and Synthesizing Multiple Online Texts

  9. Reasoning with Evidence from the Text: Turn and Talk • What can teachers DO to make sure that accessible text DOESN’T sacrifice rigor? • Create text sets that pair more rigorous texts with less rigorous texts • But what can you do while still using the same rigorous text?? • 1. • 2. • 3. • 4. • 5.

  10. ACTIVITY 2Considering Different Perspectives

  11. Linking Instruction in Academic Vocabulary and Questioning • Introduce target words through brief passages outlining real-world controversies and weekly activities (define, word problems, debates, science experiments, writing) • Should secret wiretapping by the government be legal? • Graphic organizers, differentiated discussion prompts, higher level questions & evidence based reasoning • The Value of Hearing Multiple Perspectives

  12. The Role of Classroom Talk in Teaching for Understanding • Promoting classroom discussion and talk that have certain features can result in particular kinds of academic benefits, such as improved word knowledge • Rich teacher-student discussion also supports the development of students’ reasoning and supports their abilities to express their reasoning. • How can we differentiate our instruction while using academic language in talk and/or writing? • See example in handout

  13. Advancing Academic Language wg.serpmedia.org/ ccdd.serpmedia.org

  14. Different Perspectives Each person is assigned a different role Identify needs and concerns from each perspective Re-read, looking for specific text statements and note reactions from that perspective. Discuss and compose a summary position statement from each perspective. TRY IT OUT!

  15. Reflections – Quick Write • How are these two scaffolds (argumentation writing graph and different perspectives organizer) useful for building skills in: • reading and writing academic language • perspective taking? • Might they be useful in your own lesson plan? In your discipline?

  16. Homework

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