This reminds me of how learning happens, right? You have to try new things, make mistakes, get frustraqted and not know how to do something to learn. Thanks to all of you for tryihg this as we figure out how to work in this new environment. I work at the NWP and I am happy to get to know you all virtually. It is lovely to hear your voices and look ahead to learning with you.
Exactly. I just got off the phone with our museum curator and have plans to take my students to the historical society to look at primary documents. Who knows what we will discover or what we will even end up writing about, but that is the fun of discovery.
This reminds me of how learning happens, right? You have to try new things, make mistakes, get frustraqted and not know how to do something to learn. Thanks to all of you for tryihg this as we figure out how to work in this new environment. I work at the NWP and I am happy to get to know you all virtually. It is lovely to hear your voices and look ahead to learning with you.
I am Kathy Miller from Prairie Lands, the St. Joseph Missouri site. I love having kids go through the process of discovery as a part of argument. Rather than starting with their claim, I like to have them examine both sides of an issue first, looking at reasons and THEN develop the argument. In this way, they are not just using someone else's ideas but rather developing their own.
The discovery aspect has been key for my 6th grade students as well. Just a simple pro/con jot dot list has helped them make a claim they can find evidence to support.
Absolutely, Kathy! I realized recently, probably last year, that starting with the claim/thesis may not be the best place to start each time. Thanks for reminding me about the process of discovering the claim and letting the evidence do the talking.:) One of those ah!ha! kind of moments.
I couldn't agree with you more about the discovery process. I believe that all too often our students develop a claim and are not able to research the evidence with an open mind in order to develop a complete understanding of all sides of the argument.
Argument if approached the right way is a lot of fun. Last year I incorporated crime scenes from the book Crime and Puzzlement as a way to get my kids to look closer at the details. Another way to keep them analyzing but in a completely different format. They filled out charts that kept the claim, evidence and warrant language and then transferred the careful observation to their reading and writing. When dealing with opening up choices to them I have them blog about things that drive them crazy, and then move into issues that they see in the world and then bring that down to issues they see around them. This has helped us get away from the "typical" arguments that kids bring. I also love letting them debate. They have to be quick and concise and make sure they get their point across and they must be aware of their audience.
Laura, I'm curious how you approach the debate. Do you teach them a protocol or a speaking/listening stem? I've got the book Academic Conversations, but I haven't finished it yet. I think I need to pull it out and make time.
The Crime and Puzzlement books are awesome- and as far as debate we start with four corners (agree, disagree, etc...) and they have to justify their choice. And then from there I establish the rules for talking, timer, etc... we do it in stages and its not always organized but they love it!!
Debating can be a lot of fun, especially with lively groups. I'm curious (like Sherry) what rules you give to your students ahead of time to make this work well in your classes.
I'm from St. Joseph, Missouri, where I am a TC for Prairie Lands Writing Project at Missouri Western State University. I teach English at Benton High School, also in St. Joseph - 10th grade as well as Talented & Gifted (TAG) English for juniors and seniors.
One of my favorite ways to help students find engaging inquiry topics is to start with a theme, something nice and broad and relevant to everyone, like "happiness." I've used this specific theme in the past, and we've read fiction and nonfiction books and other sources relevant to the theme, spending lots of time talking and sharing with each other. Then, I ask my students to create a mind map with the theme word in the middle. They spend a long time mapping out, in this instance, their personal pathways and roadblocks to happiness, and then choose one item to explore in-depth.
As they are choosing these items, they share their topics with each other and ask clarifying questions. One of the sources I ask them to examine for their inquiry is a TED Talk related to their topic. As the inquiry project progresses, each student has a chance to introduce his/her topic to the class and share his/her TED Talk. This has always been an amazing way to expand and refine topics. We often find connections between topics and between the presentations and our class readings, leading to rich discussions. Simultaneously, by the end of the unit, they have seen an amazing array of excellent model presentations before they adapt their inquiry findings into a formal presentation.
I really like how you layer in such a wide array of source material -- literature, students' questions and TED talks -- as the students explore and present their inquiries.
I really like this idea and the way you take something large and pull it down into what they need. I love TED talks but have never used them in class. Thanks for this idea :)
I think it's a great idea to give them a broad topic to start out with and then allow them to find something within that general topic. Do you have your students extend their thinking beyond literature they've read?
Hi, Everybody! I'm Rebecca Yoder, and I've been with the Upstate Writing Project in Greenville, South Carolina since 2010. This is my tenth year teaching, and my current assignment is eighth grade. When I teach informational or argument writing, I've found my students really have fun with logic. Fun meaning they tend to have trouble with it and fun meaning amusement because they don't always understand it. Wait . . . maybe I'm the one who's amused . . . Anyway, I like to play logic games with them. We'll use syllogisms (very basic ones), and we'll also play philosophical chairs (my kids have always LOVED this one). I've also used flawed arguments to show them the difference between good reasons and reasons that aren't so good. We also try to look at what's NOT being said and the impact that will make on the reader/how to be ethical. I'm sure there's more we do, but I'm not able to recall it this minute.
I'm Colleen from the Ozarks Writing Project in southwest Missouri. I retired from my job teaching middle school English just to see what would happen next. I am delighted to do i3 grant work. I am using my professional blog to observe how this work is changing me.
I have used service learning to inspire and engage students. It is remarkably similar to the approach Hillocks directs us to take in that it starts with preparation and then moves to action. Additional steps include reflection and demonstration. Service learning also offers authentic purpose and authentic audience to students. Students become engaged when they realize that their work can make a difference.
Service learning--what a great idea. Right--you have the experience of service learning and then you have to learn and THEN you make an argument. That's great because students really have to own this project.
This is Stephanie from the Middle Tennessee Writing Project. Our site is located in Murfreesboro, TN, right in the geographic center of the state. Our district is Marshall County, about a 45 minute drive south.
I teach high school students ranging from 9th to 12th grade, and I can't say enough how much the Smith, Wilhelm, and Fredricksen book (Oh Yeah!) changed my approach to teaching argument. I look back on prior journeys through "argument units" with my students and wonder how anyone ever learned anything. I particularly appreciate the authors' assertion that we have to give students procedural rather than just declarative knowledge of what makes data useful, what an effective claim is, how to rebut a point, and how to make concessions. As we really devoted a bit of time to exploring each of those elements, I discovered just how much confusion there was and how must there must have been in the past when I just explained things, gave a sample or two, and moved on.
I loved that book as well. Students have difficulty with rebuttal and concessions. So I need to go back and reread that book again. Thanks for the comments.
inda Denstaedt Co-Director Oakland Writing Project (MI). OWP is located in a just north of Detroit and serves urban-fringe and suburban schools. I live at the farthest north point of Oakland County in a rural-suburb. Social justice, equity and access for all students is core to the work of OWP. I facilitate the learning of staff and students in a low-income high school on the border of Detroit. Our work has been focused on building literacy and accelerating achievement to move this school out of the bottom 5% of achievement in the state of Michigan. After three years, this year...the school moved into 11% in the state. Their reading scores moved from 17% to 56%. Students and staff celebrated the growth and the fact that the school would not be closed.
What resources have inspired me?
I am fascinated by the range of argumentative texts available online. From TED Talks to news agencies, blogs, and websites with visuals/graphics/cartoons. A huge world of texts both argumentative and informational are available to students. You don't need a textbook to teach argument and provide a range of complex but accessible texts for all learners and readers.
Hi - I'm Beth Rimer and I am the co-Director of The Ohio Writing Project and a thinking partner for the CRWP work. Argument is my favorite text type - to read and write. I love the idea that almost everything in the world has an argument built in and multiple perspectives. Argument lets us dig into the world around us and ask questions about what we believe and why. And, with three kids and lots of students, I truly believe that argument is our real natural way of being ... at least that is the way it is at my house. My favorite moment is when students find an argument worth making, one they care about and for which they are willing to work hard. We look at the world in news, their own life, what others are saying in text of all kinds, ... one of my favorite is the simple list of their day to see what arguments are in the world or a target that helps them move from their daily life to the larger world thinking of issues. Resources I love are NYTimes Educator Network for current and daily topics, Write Like This by Gallagher, Everything's an Argument by Lundsford, anything NPR, TED Talks, Teen INK for student models, ....
My name is Stormy and I work for the National Writing Project in Berkeley. The first ten years of my career saw me hustle in costume shops in theaters and films all along the West coast, so the work I do for NWP has been quite a learning curve. It is a true joy to see the dedication and continued learning present in this community!
Hello everyone,
ReplyDeleteThis reminds me of how learning happens, right? You have to try new things, make mistakes, get frustraqted and not know how to do something to learn. Thanks to all of you for tryihg this as we figure out how to work in this new environment. I work at the NWP and I am happy to get to know you all virtually. It is lovely to hear your voices and look ahead to learning with you.
Exactly. I just got off the phone with our museum curator and have plans to take my students to the historical society to look at primary documents. Who knows what we will discover or what we will even end up writing about, but that is the fun of discovery.
DeleteHello everyone,
ReplyDeleteThis reminds me of how learning happens, right? You have to try new things, make mistakes, get frustraqted and not know how to do something to learn. Thanks to all of you for tryihg this as we figure out how to work in this new environment. I work at the NWP and I am happy to get to know you all virtually. It is lovely to hear your voices and look ahead to learning with you.
So true. I think I posted my blog to the wrong page. It's on the "Welcome" page.
DeleteWhatever page you posted on is the right page!
DeleteWhatever page you posted on is the right page!
DeleteI was thinking the same thing. We have to struggle through to figure things out. Y'all are being so patient- thank you!
DeleteI think I am on the blog, but I see no other comments. flory
ReplyDeleteThere are also a lot of comments under the Welcome page, too.
DeleteWhen in doubt, refresh!
DeleteWhen in doubt, refresh!
DeleteI am Kathy Miller from Prairie Lands, the St. Joseph Missouri site. I love having kids go through the process of discovery as a part of argument. Rather than starting with their claim, I like to have them examine both sides of an issue first, looking at reasons and THEN develop the argument. In this way, they are not just using someone else's ideas but rather developing their own.
ReplyDeleteHi Kathy,
DeleteThanks for this.
Joye
Hi Kathy,
DeleteThanks for this.
Joye
Right. Lots of time we ask them for a claim before they've even researched what they think!
DeleteThe discovery aspect has been key for my 6th grade students as well. Just a simple pro/con jot dot list has helped them make a claim they can find evidence to support.
DeleteAwesome- I think it's important to remember this. They all come from different places and have different experiences. Thanks for the reminder. :)
DeleteI like looking at the evidence before making the claim!
DeleteAbsolutely, Kathy! I realized recently, probably last year, that starting with the claim/thesis may not be the best place to start each time. Thanks for reminding me about the process of discovering the claim and letting the evidence do the talking.:) One of those ah!ha! kind of moments.
DeleteHi, Kathy..my fellow Missourian,
DeleteI couldn't agree with you more about the discovery process. I believe that all too often our students develop a claim and are not able to research the evidence with an open mind in order to develop a complete understanding of all sides of the argument.
Argument if approached the right way is a lot of fun. Last year I incorporated crime scenes from the book Crime and Puzzlement as a way to get my kids to look closer at the details. Another way to keep them analyzing but in a completely different format. They filled out charts that kept the claim, evidence and warrant language and then transferred the careful observation to their reading and writing.
ReplyDeleteWhen dealing with opening up choices to them I have them blog about things that drive them crazy, and then move into issues that they see in the world and then bring that down to issues they see around them. This has helped us get away from the "typical" arguments that kids bring.
I also love letting them debate. They have to be quick and concise and make sure they get their point across and they must be aware of their audience.
Crime and Puzzlement sounds interesting - what grade do you teach, Laura?
DeleteLaura, I'm curious how you approach the debate. Do you teach them a protocol or a speaking/listening stem? I've got the book Academic Conversations, but I haven't finished it yet. I think I need to pull it out and make time.
DeleteI agree! Crime and Puzzlement is a cool way to engage students. NIce You follow a similar sequence to this OLE!
DeleteLaura, I've never heard of Crime and Puzzlement. Thanks for sharing what sounds like a really good resource.
DeleteThe Crime and Puzzlement books are awesome- and as far as debate we start with four corners (agree, disagree, etc...) and they have to justify their choice. And then from there I establish the rules for talking, timer, etc... we do it in stages and its not always organized but they love it!!
DeleteSorry, I teach 7th grade :)
DeleteDebating can be a lot of fun, especially with lively groups. I'm curious (like Sherry) what rules you give to your students ahead of time to make this work well in your classes.
DeleteMy students love debate too. They may not want to write initially but they love a verbal argument. The writing seems to come more easily afterwards.
DeleteI'm from St. Joseph, Missouri, where I am a TC for Prairie Lands Writing Project at Missouri Western State University. I teach English at Benton High School, also in St. Joseph - 10th grade as well as Talented & Gifted (TAG) English for juniors and seniors.
ReplyDeleteOne of my favorite ways to help students find engaging inquiry topics is to start with a theme, something nice and broad and relevant to everyone, like "happiness." I've used this specific theme in the past, and we've read fiction and nonfiction books and other sources relevant to the theme, spending lots of time talking and sharing with each other. Then, I ask my students to create a mind map with the theme word in the middle. They spend a long time mapping out, in this instance, their personal pathways and roadblocks to happiness, and then choose one item to explore in-depth.
As they are choosing these items, they share their topics with each other and ask clarifying questions. One of the sources I ask them to examine for their inquiry is a TED Talk related to their topic. As the inquiry project progresses, each student has a chance to introduce his/her topic to the class and share his/her TED Talk. This has always been an amazing way to expand and refine topics. We often find connections between topics and between the presentations and our class readings, leading to rich discussions. Simultaneously, by the end of the unit, they have seen an amazing array of excellent model presentations before they adapt their inquiry findings into a formal presentation.
TED talks are great-this is a great resource
DeleteThis is great. What an excellent sequence. I love all the multimedia sources these days, like TED, Ignite, and others. It's a new world in some ways.
DeleteI really like how you layer in such a wide array of source material -- literature, students' questions and TED talks -- as the students explore and present their inquiries.
DeleteI really like this idea and the way you take something large and pull it down into what they need. I love TED talks but have never used them in class. Thanks for this idea :)
DeleteI think it's a great idea to give them a broad topic to start out with and then allow them to find something within that general topic. Do you have your students extend their thinking beyond literature they've read?
DeleteYes Joye! This is how our students feel I suppose??? Personally, I find it rewarding.
ReplyDelete:-)
DeleteI agree. I have never done this type of instruction. Very cool.I just hope my marginal techie skills pan out.
DeleteHi, Everybody! I'm Rebecca Yoder, and I've been with the Upstate Writing Project in Greenville, South Carolina since 2010. This is my tenth year teaching, and my current assignment is eighth grade.
ReplyDeleteWhen I teach informational or argument writing, I've found my students really have fun with logic. Fun meaning they tend to have trouble with it and fun meaning amusement because they don't always understand it. Wait . . . maybe I'm the one who's amused . . .
Anyway, I like to play logic games with them. We'll use syllogisms (very basic ones), and we'll also play philosophical chairs (my kids have always LOVED this one). I've also used flawed arguments to show them the difference between good reasons and reasons that aren't so good. We also try to look at what's NOT being said and the impact that will make on the reader/how to be ethical. I'm sure there's more we do, but I'm not able to recall it this minute.
I love this idea of philosophical chairs. I hope you share more so that I can steal your idea!
DeleteI agree with Stephanie- great ideas!!
DeleteI'm Colleen from the Ozarks Writing Project in southwest Missouri. I retired from my job teaching middle school English just to see what would happen next. I am delighted to do i3 grant work. I am using my professional blog to observe how this work is changing me.
ReplyDeleteI have used service learning to inspire and engage students. It is remarkably similar to the approach Hillocks directs us to take in that it starts with preparation and then moves to action. Additional steps include reflection and demonstration. Service learning also offers authentic purpose and authentic audience to students. Students become engaged when they realize that their work can make a difference.
Service learning--what a great idea. Right--you have the experience of service learning and then you have to learn and THEN you make an argument. That's great because students really have to own this project.
DeleteHi Colleen,
DeleteIt will be great to see you in Springfield later this week.
Hi Colleen,
DeleteIt will be great to see you in Springfield later this week.
Hi Colleen,
DeleteIt will be great to see you in Springfield later this week.
This is Stephanie from the Middle Tennessee Writing Project. Our site is located in Murfreesboro, TN, right in the geographic center of the state. Our district is Marshall County, about a 45 minute drive south.
ReplyDeleteI teach high school students ranging from 9th to 12th grade, and I can't say enough how much the Smith, Wilhelm, and Fredricksen book (Oh Yeah!) changed my approach to teaching argument. I look back on prior journeys through "argument units" with my students and wonder how anyone ever learned anything. I particularly appreciate the authors' assertion that we have to give students procedural rather than just declarative knowledge of what makes data useful, what an effective claim is, how to rebut a point, and how to make concessions. As we really devoted a bit of time to exploring each of those elements, I discovered just how much confusion there was and how must there must have been in the past when I just explained things, gave a sample or two, and moved on.
Stephanie, we read that book in our study group and it is definitely transformative. If you haven't read the other two, you might want to get them.
DeleteI loved that book as well. Students have difficulty with rebuttal and concessions. So I need to go back and reread that book again. Thanks for the comments.
DeleteI have. Love them!
Deleteinda Denstaedt Co-Director Oakland Writing Project (MI). OWP is located in a just north of Detroit and serves urban-fringe and suburban schools. I live at the farthest north point of Oakland County in a rural-suburb. Social justice, equity and access for all students is core to the work of OWP. I facilitate the learning of staff and students in a low-income high school on the border of Detroit. Our work has been focused on building literacy and accelerating achievement to move this school out of the bottom 5% of achievement in the state of Michigan. After three years, this year...the school moved into 11% in the state. Their reading scores moved from 17% to 56%. Students and staff celebrated the growth and the fact that the school would not be closed.
ReplyDeleteWhat resources have inspired me?
I am fascinated by the range of argumentative texts available online. From TED Talks to news agencies, blogs, and websites with visuals/graphics/cartoons. A huge world of texts both argumentative and informational are available to students. You don't need a textbook to teach argument and provide a range of complex but accessible texts for all learners and readers.
Hi - I'm Beth Rimer and I am the co-Director of The Ohio Writing Project and a thinking partner for the CRWP work.
ReplyDeleteArgument is my favorite text type - to read and write. I love the idea that almost everything in the world has an argument built in and multiple perspectives. Argument lets us dig into the world around us and ask questions about what we believe and why. And, with three kids and lots of students, I truly believe that argument is our real natural way of being ... at least that is the way it is at my house.
My favorite moment is when students find an argument worth making, one they care about and for which they are willing to work hard. We look at the world in news, their own life, what others are saying in text of all kinds, ... one of my favorite is the simple list of their day to see what arguments are in the world or a target that helps them move from their daily life to the larger world thinking of issues.
Resources I love are NYTimes Educator Network for current and daily topics, Write Like This by Gallagher, Everything's an Argument by Lundsford, anything NPR, TED Talks, Teen INK for student models, ....
Hello Everyone,
ReplyDeleteMy name is Stormy and I work for the National Writing Project in Berkeley. The first ten years of my career saw me hustle in costume shops in theaters and films all along the West coast, so the work I do for NWP has been quite a learning curve. It is a true joy to see the dedication and continued learning present in this community!
This is Debbie Jones with Wiregrass.
ReplyDeleteThis is Margaret with Wiregrass."
ReplyDelete