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Study Guide

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Study Guide for Good Thinking

Copyright © 2016 by Erik Palmer Stenhouse Publisherswww.stenhouse.com

CONTENTS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

putting it all together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13


Stenhouse Publisherswww.stenhouse.com

Copyright © 2016 by Erik Palmer

Summary

A large part of our everyday communication involves argumentation and reasoning—for example, when we want to persuade others, make good purchasing decisions, or analyze the messages we receive from advertisers and politicians. But how well do we prepare students for these tasks? In Good Thinking, Erik Palmer shows teachers of all subject matters how to transform the activities they already use into openings for improving student thinking and reveals how all students, not just those in advanced classes, can begin developing sophisticated reasoning skills that will improve their oral and written communications.



Chapter 1

ReflectionIn Chapter 1, Erik Palmer shares some classroom experiences that show the need for teaching good thinking. Think about your students and whether you have noticed the same kinds of errors he mentions. Recall how you have dealt with similar problems and think about the resources you may have or will need to help students with argument, persuasion, and reasoning.

Discussion Questions and Extended Learning1. In which activities do you currently ask students to think argumentatively?

Discussions, debates, readings? List all of them. Swap lists with your colleagues and note new insights or strategies. If the suggestions from colleagues stimulate additional activities, share those as well. Create a new master list of ways that you can deepen students’ thinking so that everyone in your collegial group can reference it.

2. Recall some recent lessons that targeted good thinking strategies. How did students respond? What did they do well? What concepts or skills did they struggle to understand? How will you address those gaps in the coming months?

3. What readings, resources, or other professional learning would improve your ability to help students build good arguments? Create a professional development plan that would help you improve. Consult your school administrators and instructional leaders to identify opportunities that would enable you to achieve your goals.

4. Create some specific lessons to teach argument, reasoning, and persuasion. Ask colleagues in various subject disciplines to share possible extensions that would reinforce students’ learning throughout the curriculum.




Chapter 2

ReflectionErik gives several examples of state standards that mention argument (or words synonymous with argument) and asks us to think about the impact those standards should have on the way we teach. He also defines and makes a distinction between argument and persuasion. Review pages 15–16 and note whether his ideas changed your thinking in any way.

Discussion Questions and Extended Learning1. Does your school emphasize standards, Common Core or others? If so, consider

which standards mention argument, reasoning, persuasion, or evidence. Does your curriculum reflect the emphasized skills? If not, how can you address them in upcoming units of study?

2. Additionally, consider the “thinking” standards that apply in your subject area. With your colleagues, review the curriculum to see how you can better align the standards for thinking in your course of study.

3. Reflect on Erik’s concerns about the lack of consistency in the language used in standards documents and in many lessons related to argumentation and reasoning. “One targeted skill has been given several different labels,” he writes. “It’s unfortunate that the standards switch from one term to another, because the inconsistency confuses students as well as teachers” (14). Return to your review of the standards and curriculum related to argumentation and reasoning. Consider also any lessons and assignments that include vague or inconsistent terms. Note inconsistencies in the language used for similar terms. Work with your colleagues to bring more uniformity to the teaching of good thinking.



Chapter 3

ReflectionErik emphasizes the need to agree on the definition of argument, and then he demonstrates problems with inconsistent, imprecise language. He also introduces syllogisms, a way to build arguments. Have any of his ideas challenged your thinking? Skim all of the lesson ideas, making a mental note about which ones seem useful or not useful.

Discussion Questions and Extended Learning1. How might changing the language we use help students become better

thinkers?2. Consider how the three-step process for building arguments would help your

students. Teach the process and share the results with your colleagues.3. This chapter introduces Sandy Otto, a middle school teacher. How could you

use or adapt her “In Practice” activities in your classroom?4. Choose at least one of the “Ideas in Action” and one “Application” to try out

in your classroom. Invite one of your colleagues to observe and critique the process. Offer to do the same for another teacher.




Chapter 4

ReflectionReview the three questions introduced as the keys to evaluating arguments. Think about how teaching students to ask those questions might affect thinking in your classroom. Recall the distinction between valid and true and consider whether that understanding will help your students.

Discussion Questions and Extended Learning1. Do your students often come up with arguments that don’t add up? What

examples can you share?2. How might you use Sandy’s “Testing Syllogisms” and “Building Arguments”

activities with your students? How might you extend those activities to give students more practice testing arguments?

3. The chapter suggests applications in reading and social studies. Can those be adapted to other subject areas? How?



Chapter 5

ReflectionIn this chapter, Erik talks about the need to support each statement in an argument. Think about the five types of evidence and clarify the differences. Notice how your thinking has changed as a result (e.g., “I thought it was a fact that there are sixteen ounces in a pound, but now I know that it represents a number type of evidence.”). Are there any points with which you still disagree (e.g., “It is a fact! They are all facts! It is a fact that Einstein said ‘E = MC2’!”)? If so, defend your position and ask a colleague or your students to critique your reasoning.

Discussion Questions and Extended Learning1. Which type of evidence do you most commonly ask your students to provide?

Try out new strategies, such as asking, “Is there a number to support your statement? How about an analogy?” Note and reflect on the differences in their thinking and understanding.

2. How will you teach your students the distinction between source and quote?3. Consider Erik’s discussion of the three jobs students must complete to

ensure that their evidence is effective (69–72). Find opportunities to teach and then let your students practice the three jobs. Which steps were hardest for them? Why? How can you modify your assignments or provide additional scaffolding to help them?

4. Review Figures 5.2 and 5.3, which demonstrate how Sandy Otto guides her students’ understanding of evidence. Consider how you could use or modify the lessons in Good Thinking for your classes.

5. With your grade-level team, review the “Ideas in Action” and “Application” examples (76–80) and choose some to pilot. Share the results.




Chapter 6

ReflectionRecall the definitions of ethos, pathos, and logos. Think of examples of each that you have witnessed in the last week. Look back at the eight persuasive tricks and seven rhetorical techniques. Think of examples that you have used recently, perhaps in conversation with colleagues or students, perhaps in writing, perhaps in everyday life.

Discussion Questions and Extended Learning1. Which persuasive technique do you already teach students? How well have

they learned as a result? Choose at least one other persuasive technique shared in this chapter to add to your lessons. Did the results change? Why or why not?

2. Figure 6.1 shows how Sandy Otto introduces logos, ethos, and pathos to her students through the use of print ads. Think of other ways the form could be used to analyze messages.

3. The sixty-second commercial is a way to practice many good-thinking skills, in addition to persuasive techniques. How can you fit this type of activity into your curriculum?

4. To help your students understand the power of rhetorical devices to both inform and inflame public opinion, invite them to stage a mock political debate where the fictitious candidates employ all of the techniques mentioned in this chapter (94–97). Students can assume the roles of candidates, campaign managers, producers, announcers, journalists, scorekeepers (who keep track of the use and frequency of identified rhetorical devices), and members of the viewing audience. At the conclusion, ask a group of voters to elect the best candidate based solely on their skillful use of rhetorical devices.



Chapter 7

ReflectionReasoning errors are so common that Erik devotes an entire chapter to an exploration of frequent problems and solutions. He explains that teachers should pay attention to thinking errors in everyday use, not just when building formal arguments. Scan the common errors he mentions, and note which of these occurs most often in your classroom. As you recall specific examples of thinking errors that you have heard during discussions or observed in students’ writing, consider appropriate interventions, guided by Erik’s suggestions.

Discussion Questions and Extended Learning1. With your colleagues, discuss how you can best address common situations

to encourage critical thinking at all times. When and how will you critique faulty thinking in your classrooms?

2. Every error has a proposed solution. Which solutions will you most likely use in your practice? Why? What solutions can you think of to solve these errors?

3. Build your awareness of thinking errors by creating a checklist that you can use when watching or listening to political debates, talk shows, radio interviews, and other events in which speakers express opinions or offer explanations. Share some of the examples with your students. You might also use the checklist to monitor your own errors in thinking.

4. Encourage students and colleagues to playfully break themselves of the habit of incorrect thinking. Rather than using a red marker to highlight misconceptions in writing or stopping the flow of a discussion to point out faulty thinking, bring an error “bucket” to your classroom or faculty meeting room so “offenders” can “pay” the fine without disruptions. You might ask students to draw from the bucket where you have included descriptions of small jobs, such as tidying the bookshelves or watering the plants. For teachers, you might ask faulty thinkers to drop spare change into the bucket. Use the monthly proceeds to buy refreshments for an upcoming meeting.

5. Sandy Otto uses TodaysMeet to monitor students’ thinking (115–118). Consider some of the positive ways that a back channel can build students’




understanding of reasoning errors during discussions in process. What are the negatives that must also be considered? How might you manage a back channel in your class?



Chapter 8

ReflectionErik reminds us that we have many opportunities to teach thinking skills throughout the school day. In this chapter, he shares a range of multidisciplinary activities that teachers have used successfully with students at all grade levels. As you scan the activities, ask yourself which ones are similar to what you already do and which ones you want to add. Notice the skills that can be developed through each activity.

Discussion Questions and Extended Learning1. Which activities will you use for your grade level? Which seem easy to try?

Which seem more difficult?2. Review Erik’s explanation of the difference between Platonic Seminars and

Socratic Seminars (133–134). Consider the advantages of each and how you might use both types of seminars in your classroom.

3. Did an idea for an activity pop into your head as you read this chapter? Describe your idea and share with colleagues. Update the master list of strategies for teaching argumentation that you created as part of your Chapter 1 study.

4. If you have a high-stakes test in your state, which questions focused on argument, reasoning, and evidence last year? Consider how the activities in this book would help your students with those questions.




putting it all together

ReflectionReview the structure of Good Thinking and note the order of ideas Erik presents. What did you notice? Why do you think Erik set it up this way? Look back at all of the “Arguments in Progress” at the ends of Chapters 3 through 7. Think about what each example in the progression demonstrates. Notice how the principles of good thinking have been applied in those arguments.

Discussion Questions and Extended Learning1. Erik says more than once that we shouldn’t teach everything in a Good

Thinking Unit. How will you teach the concepts of the book to your students? What will you start with? Make a time line for implementation of the ideas.

2. How has your thinking changed regarding argument? Persuasion? Evidence?3. How do you think your class will change based on your takeaways from this

book?

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Good Thinking - s3.amazonaws.com Thinking … · begin developing sophisticated reasoning skills that will improve their oral and written communications. ... 5 Reflection In this