I Dare to Agree

If only I had read the article, Dare to Disagree, before my fourth and fifth grade students shared presentations today. Michelle Elaine Pieczura did a beautiful job explaining how she ... See More

If only I had read the article, Dare to Disagree, before my fourth and fifth grade students shared presentations today. Michelle Elaine Pieczura did a beautiful job explaining how she sets up routines at the beginning of the year that yield respectful arguing. She began by building a learner friendly environment. The example she shared of using the word small to begin a light debate is certainly something I could do in my classroom. Pieczura also stipulated a need to back up arguments with evidence. By modeling, her students are building lifelong collaboration skills. It is hard for even for adults to respectfully agree to disagree. In a room of gifted students, challenging ideas are a common occurrence. This article listed excellent strategies for embracing different ideas and sharing evidence. It was stated that it is okay to adjust thinking after receiving more evidence. Scientists are supposed to be flexible. Modeling was the strategy to build questioning, restating ideas, backing claims with evidence, and considering other points of view. This article is going in my toolbox for the beginning of the year procedures. Effective questioning leads students to discuss ideas. It also encourages students to research answers. Effective questioning facilitates more questions, opinions and organization of ideas. I would highly recommend this article for anyone wanting to hold dynamic group discussions with positive communication skills.

New Look at Argumentation Through CCSSI

With the CCSSI (Common Core State Standards Initiative) including argumentation in their LA/R (Language Arts/Reading) section, it is increasingly important that science content be a vehicle ... See More

With the CCSSI (Common Core State Standards Initiative) including argumentation in their LA/R (Language Arts/Reading) section, it is increasingly important that science content be a vehicle for teaching and practicing skills that improve students’ abilities to support their opinions and statements with evidence. This article explains how fourth graders are provided instruction and modeling in using argumentation to learn about friction. The author shows how she weaved argumentation into her science lessons so that students would gain experience in asking questions, analyzing information before forming conclusions, and supporting their reasoning with solid evidence. Teachers looking for ways to embed argumentation into science lessons will find this article worthy of reading.