Results Now - notes and ideas

Section 1:  Notes that connect quotes from the book to CEL and CCI/PDSA found here.  (Notes are found in the Results Now section of the webquest.)

Section 2:  Notes that connect quotes from the book to CEL and CCI/PDSA found here.

*If there is more writing in class, how do I handle the paper load?  Click here!

Section 2:  After reading section 2 & Appendix A in Results Now, 6th grade history teachers started having monthly classroom debates.  The instructions they have based their debates on can be found at this link.

• They find multiple articles at varying levels for students to read. 
• You could also use various databases to which JHMS subscribes and  ProCon.org.
• A graphic organizer that helps students to focus their thoughts can be found on the JHMS Literacy Coach webquest, look for the category "Increasing Student Engagement" and click on Classroom Debate GO.  
• Results Now:  reread pages 72 - 75.  Consider the goals of these debates.  Ensure that we are creating "..the intellectual capacity to make sense of (free access to) information: to think, discern, and make distinctions that inform our conversations, our decisions, how we vote. ...  A thoughtful, discriminating public..has learned how to weigh words and evidence, and compare the relative strengths of arguments and counter-arguments (p 72-73)."

They are very excited about these debates.  If you want more information, they will share.  If you want to observe, I'll let you know when the next debate is happening and if I'm available, I would be willing to cover your class so you can observe.

Section 2:  Students should: read, write, and talk about text.

• Critically examine evidence in text,
• See the world from multiple viewpoints,
• Make connections and detect patterns among ideas and perspectives
• Imagine alternatives
• Understand relevance – what difference does this make?
• C: student engagement in CEL and shifting the locus of control AND the student DOs of PDSA.

This framework belongs in every subject and discipline (p 56).

This is "dominant discourse" - the language of the educated..(p 56)

Literacy Liberates!

How to talk about text:

• automatically hypothesize,
• weigh the evidence
• debate whether the preictions and advice offered in the text seem adequate and accurate.
• consider what the meaning of the important word, phrase, perspective of the writer is?
• look for bias…
• enthuse about some texts and pan others..