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Critical Reading for Civil DiscourseEQs:
How do we promote critical thinking in our classrooms so students are the owners of
their learning? What are the social justice issues in your world
that need to be voiced by students?
“For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”
Paulo Freire Pedagogy of the Oppressed
“As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizingone another’s presence.”
― bell hooks, Teaching To Transgress
“Liberating education consists in acts ofcognition, not transferals of information.”
Paulo Freire Pedagogy of the Oppressed
How do we build a learning community that seeks to better humanity?
From Book Loveby Penny Kittle
Balancing Structure & Freedom
Critical Reading & Civil Discourse need a structure so kids can feel safe diving into the thinking.
Big Shift=Teacher is not the center of the room. Students’ thinking becomes the sun that all else revolves around.
http:/ /www.procon.org/ view.background-resource.php?resourceID=005476http:/ / www.procon.org/ view.background-resource.php? resourceID=005476
Critical Thinking is the language of all contents.
Critical Reading and Discussion are tools to help us develop critical thinking.
We are not afraid of student talk here.
We have to process before we can produce.
Key Mindsets for Learning:
Start with the Mission: Why do we critically read, think and speak?
North Middle School Mission Statement:
NKMS is a literacy rich community committed to character education,
collaboration and authentic learning opportunities where all learners are
focused on mastery of essential skills:
Reading, Writing, Critical Thinking, Problem-Solving & Civil Discourse
“Liberating education consists in acts of cognition, not transferals of information.”
Paulo Freire Pedagogy of the Oppressed
Now, it’s your turn….EQs:
How do we promote critical thinking in our classrooms so students are the owners of their learning?
What are the social justice issues in your world that need to be voiced by students?
Golden Rule= Make your thinking visible on the page
3 Step Critical Thinking Process:
1.Mission and EQ2.Critical Reading & Annotating
3.Civil Discourse
Essential Questions:
7 Defining CharacteristicsCourtesy of McTighe and Wiggins
1. Is open-ended; that is, it typically will not have a single, final, and correct answer.
2. Is thought-provoking and intellectually engaging, often sparking discussion and debate.
3. Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone.
4. Points toward important, transferable ideas within (and sometimes across) disciplines.
5. Raises additional questions and sparks further inquiry.
6. Requires support and justification, not just an answer.
Use for all levels of learners to ground the skill of reading
Annotating=making your thinking visible
Ques tions --What is the text making you think about or wonder?
Statements --What is your response to the text?
Connections --How do the ideas in the text connect to other texts or ideas?
Word Definitions --What do words mean and how does that help me unders tand?
Modified Harvard Model:
Texts:
Artifacts around the room, critical thinking video and/or article
EQ:
What are the social justice issues in your world that need to be voiced by students?
Speed Read: Using one or more of the critical reading strategies make your thinking visible on the page.
Teachingtolerance.org
newela.org
Procon.org
cnn.com/studentnews
http://pushingtheedge.org/social-justice-resources/
http://www.glsen.org/unheardvoices.html
http://teachhumane.org/2015/05/28/4-resources-to-teach-kids-about-social-justice-issues-using-music/
http://www.educolor.org/resources/
Resources for Finding Social Justice-Oriented Texts:
3 Types of Feedback: “Feedback” is really three different things, with different purposes:Appreciation--motivates & encourages.Coaching--helps increase knowledge, skill, capability, growth, or
raises feelings in the relationship.Evaluation--tells you where you stand, aligns expectations, and
informs decision making.
Rubric for Critical Reading
https://docs.google.com/a/g.kirkwoodschools.org/document/d/1hVhm_L-7sE1jT0FkilbWlW_QYvLeWq_qeTTcNnc9sX8/edit?usp=sharing
Before Reading: Ready pencils; open minds;
Refocus on EQ--place on top of the page;
Make thinking visible on the page
During Reading: Let students settle into the “zone.”
Critically read along with students to get a sense of pace and to help generate your own thinking.
Circulate around the room and comment on annotations--ask questions about thinking. If a student is stuck, start a dialogue about their thinking.
After Reading: Collect articles and respond to at least 2 of the students’ annotations. Address their thinking not their interpretation, grammar, etc.
Push their thinking beyond summary by asking questions about their ideas.
Give back to students the next day and have them respond to your feedback--keeps the dialogue going.
It’s all about the Feedback
Socratic Seminar Format Options: All students; no teacher
Whole Circle--close circle, no gaps
Whole Circle/Small Circle--start big, move small for non-talkers or special groupsn (ketchup and mustard)
Coaching Fishbowl--inner circle discusses, outer circle takes notes and coaches
Face Time and Virtual fishbowl--inner circle face to face conversation; outer circle todaysmeet.com or google doc dump
Team Challenge --https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom
Great Debate Format: Have students form 2 teams; one team has pro and other con of argument; 20 minutes to prep; have students square off and debate
Socratic Seminar Video Example: 8th Grade LearnersEQ: How do we transition from an oppositional election to a unified nation?
https://drive.google.com/a/g.kirkwoodschools.org/file/d/0BzG07nPNZBEvc3pURlJyc29MazQ/view?usp=sharing
Lesson Plan: https://docs.google.com/a/g.kirkwoodschools.org/document/d/1fgkO8vn8yI7Pjm6kTdojegEVx7FCC1crocWSn6RbpjA/edit?usp=sharing
St. Louis Public Radio Article: http://news.stlpublicradio.org/post/school-today-watching-inauguration-near-and-far#stream/0
Socratic Seminar Feedback
Good Readers Reflect on Their ThinkingSteps 3-6 are all about thinking away from the text.
What did you take away?
What did it make you think about more deeply?
What connections did you make to other ideas and texts?
Write your collected thoughts about a part or the whole text at the end. Let your brain loose on the page.
Lesson Plans: https://docs.google.com/a/g.kirkwoodschools.org/document/d/1466U4EwTd9BQ2lRBpODcwogEutkX21pL_nQLq9L9rqs/edit?usp=sharing
https://docs.google.com/a/g.kirkwoodschools.org/document/d/108mWMydrxUmQj5iDwLkCbOJ2PgLlNXkWvkpELdcZu90/edit?usp=sharing
https://docs.google.com/a/g.kirkwoodschools.org/document/d/1-wbFm-xmYlEgPuK4zz719vn2NZmKuvL4EALBBTQPJZM/edit?usp=sharing
https://docs.google.com/a/g.kirkwoodschools.org/document/d/1ddq2zwX7HRkS5m6cPOz039xVT2Ayxw2mPEnz7IiWcI0/edit?usp=sharing
Works Cited
"Five Reasons Why Feedback May Be the Most Important Skill - Cambridge Conversations." Cambridge Conversations. N.p.,
2015. Web. 04 Dec. 2016.
Freire, Paulo. Pedagogy of the Oppressed. New York : Seabury Press, 1968. Print.
hooks, bell. Teaching to Transgress. New York : Routledge, 1994. Print.
Kittle, Penny. Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers. Portsmouth, NH: Heinemann, 2013.
Print.
McTighe, Jay and Wiggins, Grant. “Chapter 1.” Essential Questions. April 2013
http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx
RusulAlrubail. "Why We Should Care About Equity & Social Justice as Educators." Heart of a Teacher. N.p., 2016. Web. 04 Dec.
2016.
https://rusulalrubail.com/2016/06/02/why-we-should-care-about-equity-social-justice-as-educators/
"Why Teaching About Social Justice Matters." Why Teaching About Social Justice Matters | Teaching Tolerance - Diversity,
E it
