Marc+Aronson+Author+Study+&+CCI

"Read like a detective and write like an investigative reporter." -- David Coleman, contributing author of the Common Core State Standards




 * Description **

The Common Core State Standards bring a renewed emphasis to the inclusion of informational text / nonfiction and to the critical evaluation of resources. In a recent interview, Marc Aronson talks of being ahead of the curve and the Common Core. media type="custom" key="20535624" The collaborative critical inquiry (Cummins & Sayers, 2003) is a pedagogical pattern that, though hundreds of years old, has extraordinary new potential with the advent of digital technologies and networked learning. This variation on the collaborative critical inquiry theme is designed to engage participants in a model for teaching students to read, research, write, and reflect critically as required to meet the Common Core State Standards and more -- the National English Language Arts Standards.


 * Specific Objectives **

1.3 Apply critical literacy to instructional design and current issues in YAL


 * Directions Checklist **


 * Rubric **

http://ccinorthcarolina.wikispaces.com/Transactive+Syllabus use this course as a resource for them to work through to design their CCI

Question: Do we all need to read Sugar?

CCI -- 1. Should begin with a compelling question with a social justice connection, if possible. 2. Should require researching, reading, evaluating, integrating, and synthesizing multiple and diverse sources, including primary sources. 3. Should require collaborative work. 4. Should result in the production of a creative artifact that contributes the knowledge/understanding gained in an engaging way.

3. Start with a compelling question: What is the economics - social justice connection? Equity or equality of economics refers to "equal life chances regardless of identity." Is universal equity possible?

CC standards for which CCIs serve extremely well? Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 8.Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. 9.Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

The Standards define what all students are expected to know and be able to do, not how teachers should teach. p. 6

Common Core State StandardS for english Language arts & Literacy in History/Social Studies, Science, and technical Subjects As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. p. 3

research and media skills blended into the Standards as a whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. p. 4

Shared responsibility for students’ literacy development The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. The Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades. p. 4 CC State Standards

Everyone read Sugar Changed the World and contribute to CCI

Pre -- I 1. Submit compelling questions to the group; groups form around questions 2. Once question selected by groups. Every group researches some aspect and contributes to wiki page with research results. Not enough to simply report findings but must argue point before live discussion. Can engage class in any way with these findings -- survey, podcast, interviews, share poignant resource, etc. 3. Live Discussion -- we raise questions and try to reach some sort of consensus http://youtu.be/sek2jvzSRKM

Rubric

CONTRIBUTIONS TO THE CHANGE PROJECT, PART 1, BITTERSWEET CCI Inquiry question is compelling and revelant to curriculum-learning. Issues related to social justice are included if relevant.

Resources shared in wiki project represent multiple perspectives and are critically evaluated.

Argument presented in wiki project and in seminar is insightful and well-presented.

Small group work is successful with everyone supportive and contributing equally.

CONTRIBUTIONS TO CCI DESIGNED FOR ANOTHER ARONSON BOOK, THE CHANGE PROJECT, PART 2 Inquiry question is compelling and relevant to curriculum-learning. Issues related to social justice are included if relevant.

CCI concept encourages student engagement in higher-level thinking.

Presentation of CCI on wiki project includes additional resources that represent multiple perspectives and are critically evaluated.

Presentation to LIVE Class is engaging and compelling.

Small group work is successful with everyone supportive and contributing equally.

CONTRIBUTIONS TO AUTHOR INTERVIEW Questions for Aronson are original and insightful.

Self-Assesment Self-assessment is reflectivve and addresses individual and group process & product.