Claims and Counterclaims

S H O U T O U T 
to Desiree  and Tajmah. Check out what they had to say about the impact of a growth mindset on grades.

Aim: How do we identify claims and counterclaims?  

Quick Write: Fill in the blanks: It is my strong opinion that the best thing ever invented was the ____________________. I say this because ________________________. Another reason I believe this is because __________________________.

An argument is a reasoned, logical way of demonstrating that a writer's position, belief or conclusion is valid. In ELA, students make claims about the worth or meaning of a literary work, defending their interpretation/opinion with evidence from the text. The same holds true for non-fiction works except that students defend their positions with facts, studies, and other information from the text.

A CLAIM is an argument or opinion that is powerful, unique, and can be supported by evidence. This is another word for "thesis" or "controlling idea."

A COUNTERCLAIM is any opposing idea. (The prefix "counter" means against.) Just as the best athletes anticipate what their opposing teams will do (the best defense is a good offense), good debaters anticipate what the opposing side will say and disprove their claims before they even get a chance to make them. This is what is called a counterclaim.

We will model techniques for identifying claims and counterclaims in class today.

Step 1: Read your next reading assignment in this class, identifying claims that are made in the text. You may tag them with post-its or use the claims-counterclaims graphic organizer.

Step 2: After you complete your reading for the day, summarize what you read. Highlight important claims that were made in the text and the facts, examples or studies that supported those claims. Also, mention any counterclaims that were discussed and dismissed.

Your Mindset and Grades: All in Your Point of View

S H O U T O U T 
to Mike Reyes who has presented his assigned reading of the "Inside Mindsets" chapter and already completed the final reflection. Check it out on his blog Mind of Psychology.

Aim: How can mindset help your grades?

Quick Write: Be honest. Do you really think changing your mindset can change your grades for the better? Why or why not?

Have you wondered how psychologists arrive at their theories and observations about the human mind? Psychology is considered a behavioral science--emphasis on science. Many psychological theories and principles are concluded from studies--scientific studies employing the Scientific Method.

As you probably already know, there are five basic components to the Scientific Method.
I. Problem
II. Hypothesis
III. Experiment design (What they did to test the hypothesis.)
IV. Data (What happened?)
V. Findings/Conclusions (What was learned by the study?)

Step 1: Read the article and listen to the accompanying podcast about a study analyzing the relationship between students' view of intelligence and grades. 
Click here to read the article and listen to the podcast.

Step 2: Deconstruct the study into the five components described above. A worksheet is available in the classroom if you prefer to do it that way.

Step 3: Write a final reflection stating whether you find the study's conclusions credible (believable) or not. Explain. Then apply the findings to yourself. Can you envision yourself getting better grades just knowing about mindset? Why or why not? Write a well-organized reflection responding to these questions and any other relevant thoughts on your growing mind.

Inside Mindsets Jigsaw

Aim: How do we teach each other about mindset?  

Quick Write: Write one question, important idea, or observation you will use to kick off your discussion of your assigned reading of "Inside Mindsets."

Today's Agenda Today, taking a Socratic seminar format, we will each lead discussions on our assigned sections of the second chapter of Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D. Prepare for this by writing down at least one question, comment, or important idea to kick off your discussion. Don't worry if you didn't understand something. (Growth mindset!) Explain what confused you and we'll all try to figure it out together. You should have your copy of the chapter and notes with you during the discussion. Final Reflection: At the end of Chapter 2, there is a final section called "Grow Your Mindset" with five suggestions for growing your mindset. Choose one and do it! Then, write a three-paragraph reflection about your experience. Alternatively, you can create a PowerPoint or poster. If you have some other idea, run it past me. This assignment will be graded using the CCSS rubric posted on pages. ****Don't forget: You are responsible for completing all Quick Writes and reflections posted each day even when you are absent from class ****

Discussing "Inside The Mindsets"

Aim: How do we teach each other about mindset?  

Quick Write : Read below the (national) Common Core Standards you were expected to meet this week. Putting yourself into your growth mindset, assess your learning for the week. You of course will NOT get a low grade if you feel you have not met the standards. You will, however, get a low grade if you do not put in any effort, indicating you are in a fixed mindset. Please rate your learning this week using this rubric:

4 = Fully understand the concept/skill

3 = Understand most of the concept/skill

2 = Need help in some of the concept/skill

1 = Don’t understand the concept/skill

Then compare and contrast your own expectations for yourself to the Common Core Standards.

Common Core Standards

Reading for Information: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Reading for Information: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.      Speaking and Listening: Present information, findings, and supporting evidence, conveying a     clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.     Writing: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Today's Agenda Today, taking a Socratic seminar format, we will each lead discussions on our assigned sections of the second chapter of mindset: The New Psychology of Success by Carol S. Dweck, Ph.D. Prepare for this by writing down at least one question, comment, or important idea to kick off your discussion. Don't worry if you didn't understand something. (Growth mindset!) Explain what confused you and we'll all try to figure it out together. You should have your copy of the chapter and notes with you during the discussion. Final Reflection: At the end of Chapter 2, there is a final section called "Grow Your Mindset" with five suggestions. Choose one and do it! Then, write a three-paragraph reflection about your experience. Alternatively, you can create a PowerPoint or poster. If you have some other idea, run it past me. This assignment will be graded using the CCSS rubric posted on pages.

Teaching "Inside The Mindsets"

Aim: How do we grow out mindsets?

Quick Write: Watch the video and identify one specific aspect of mindset that you want to change. Explain why.

Today we will continue reading and analyzing the psychology of "mindset" by reading and analyzing our assigned sections of the second chapter in Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D.

For your assigned section, complete this reciprocal reading worksheet.

Hard copies of the chapter and Cornell note-taking forms are available in the classroom.

Prepare to lead a discussion on your section.

Final Reflection (to be posted on your blog): What specific, concrete steps do you plan to take to change the aspect of your mindset that you identified in your Quick Write. Don't just say you plan to change. We know that! Stretch yourself and see if you can come up with a viable strategy. Explain why you think this strategy will work.

Inside the Mindsets

Aim: How do we truly push ourselves and not just give lip service to it?

Quick Write: Suggested by Melanie Thompson. Do you think you were born with a fixed or a growth mindset? Why?

Watch this video "Just Listen: Students Talk About Learning."

Today we will continue reading and analyzing the psychology of "mindset" by reading the second chapter in Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D.

We will assign sections of the chapter. Each person will become the expert on that section. For your assigned section, complete this reciprocal reading worksheet.

Hard copies of the chapter and Cornell note-taking forms are available in the classroom.

Final Reflection (to be posted on your blog): Discuss one way teachers can show students that they truly believe in their potential--more than just giving "lip service." Then give one example of a way, perhaps without knowing it, teachers can cause students to feel discouraged or like a failure.

Discussing Mindset

Aim: How do we prepare for a Socratic Seminar?

Quick Write: Gather all your notes and materials on mindset. Analyze the graphic to the right. For your Quick Write, compose at least two essential (open-ended) questions for discussion about mindset. Remember: open-ended questions cannot be answered with one word. The best open-ended questions begin with "why" or "how." Why do you think this is so? ;-)

Socratic seminars are inspired by the philosopher Socrates' belief in the power of questions to fuel learning. In his view, questions are more important than facts and discussion is more productive than debate.

The guidelines for Socratic seminars are posted on this blog as a page. We also have hard copies available in the classroom.

Final Reflection: Write at least two paragraph reflecting on today's Socratic Seminar. In your first paragraph, you should reflect upon what was the most interesting comment and why? What could have improved the discussion? For your second paragraph, think about how participation should be graded? How can we measure critical thinking and effort and convert it into a quantitative score? Think about what exemplary critical thinking and effort looks like. Remember: you are responsible for completing whatever you do not finish in class as homework.

Standards
   CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
   CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one,  in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELALiteracy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.