Teaching Students to be Discerning with Evidence

         "Typically, and for too many years, elementary social studies lessons have consisted of a single story," say Muffet Trout (University of St. Thomas) and Jeff Sambs (St. Paul, Minnesota teacher) in this article in Social Studies for the Young Learner." They describe the very different depictions of Christopher Columbus that Sambs encountered as a student.  His 5th grade teacher portrayed Columbus as a hero (In 1492, Columbus sailed the ocean blue...) , but a decade later a college professor said Columbus was a villain who stole and subjugated.  Both instructors, say Trout and Sambs, "had missed the opportunity to help their students think with more complexity." leaving them unskilled in the key social studies competency of being able to "read, reconstruct, and interpret the past" (National Curriculum Standards for Social Studies). It also left them unprepared for the key civic duty of deliberation - being able to discuss, listen and come to a fair (not purely self-interested) resolution.

        As a rookie elementary teacher, Sambs was determined to do better.  He asked his fifth graders to look at the events of 1492 and 1493 through the lens of the European explorers and then from the point of view of the Indigenous people of the Caribbean.  His students were able to do this quite well, and over the next 18 years, Sambs developed what he calls the Evidence on the U approach.  The goal has been to support deep and complex student thinking and gradually place much of the responsibility for learning on students.

        Here's how it works.  Groups of students examine a wide variety of paintings, original source documents, texts, and artifacts and debate where to place them on a U-shaped graphic, with evidence tending toward one point of view (for example, Columbus as a hero) on one side, evidence supporting the opposite viewpoint somewhere on the other, evidence that's more complex at the bottom.  "We have found that the highest quality of conversation happens in that in-between spot," say Trout and Sambs, "when resources do not reflect an extreme position.  Students begin to focus on their justification, causing them to examine closely and think analytically, requisite skills for engaging in complex deliberation." Using a U-shaped continuum rather than a straight line emphasizes the complexity of evidence and pushes back on the idea that the middle is where the truth always lies.  For the final assessment, students are presented with new documents or artifacts and asked where they belong on the U-graphic, with grades based on how well they justify their decisions.

        As a follow-up, Sambs set up student chairs in his classroom in a large U and has students think through a provocative issue (for example, whether students should be required to wear uniforms), develop an argument somewhere on the continuum, and then sit in the location in the U corresponding to their argument.  Students are then asked to shift to a new location and make the argument from that vantage point.

        Sambs has found he can use the U graphic in several other curriculum areas, including when students write persuasive essays, explore current events, and present inquiry findings.  He's also found it helpful for discussing issues where there's a continuum from one extreme to the other - for example:

• From colonizer to colonized - Guiding question: How does the process of colonization influence specific populations?
• From us to other - Guiding questions: How do we view people who are different from ourselves? In what ways are they different? How do we behave toward someone we see as "different"?
• From aggressive to passive response to a conflict - Guiding question: What are the costs and benefits to being aggressive, assertive, or passive when handling a conflict?
• From individual to community - Guiding question: How do you balance your rights as an individual with your responsibility to others?
• From private to public - Guiding question: What are some examples of personal freedoms (e.g., saying what you want) that are limited by public needs (e.g., safety, privacy, personal respect)?

"A Teaching Strategy to Strengthen Habits of Deliberation: The 'Evidence on the U' Graphic" by Muffet Trout and Jeff Sambs is in the Social Studies and the Young Learner, September/October 2020 (Vol. 33 #1, pp. 17-21); the authors can be reached at trout@stthomas.edu and jeff.sambs@spps.org. 

(Please Note: The summary above is reprinted with permission from issue #856 of 

The Marshall Memo, an excellent resource for educators.) 

        

A Question of Equity - Should Vermont School Districts Close Their Smaller Rural Schools?

A wealth of research supports the effectiveness of small schools, including the December 2019 Vermont Pupil Weighting Factors Report commissioned by the Vermont Legislature:

“The negative relationship between the share of students who are economically disadvantaged in a school and average levels of student achievement is weaker in smaller schools than it is in larger schools.” (p.5)

See also: The Hobbit Effect: Why Small Works in Public Schools

If we are genuinely serious about school effectiveness - about reducing student achievement gaps based on family income - we should be supporting, (not closing or "repurposing"), our small rural schools, in every possible way.

Special Announcement

 It's National Leave a Bottle of Wine on the Porch of Anyone Who Works in Education week.

Tell the others.

A Simple Way to Get Students Writing Nuanced Argumentative Essays

             In this English Journal article, Elizabeth Brockman (Central Michigan University) says that secondary-school writing prompts often train students to write one-sided essays. For example:

-   Was Congress right to enact Title IX?

-   Are teens addicted to their digital devices?

-   Is the American Dream still possible?

“Students are typically rewarded for taking a firm yes-or-no stand,” says Brockman, “… and then supporting it with credible evidence, along with a respectful nod to the opposing view.” One middle-school teacher told students, “No fence-sitting!”

            Brockman believes this approach does students a disservice because it teaches them to think in slanted, all-or-nothing terms, reinforcing negative societal norms. She quotes writing expert Joseph Harris: “We live in a culture prone to naming winners and losers, rights and wrongs. You’re in or out, hot or not, on the bus or off it.” Being trained in this mindset, says Brockman, is not the best preparation for living in a complex, diverse, conflict-ridden world.

The solution, she believes, is steering students toward writing argumentative essays that are convincing and defensible but also nuanced. This can be done by adding just three words – To what extent… – to writing prompts:

-   To what extent was Congress right to enact Title IX?

-   To what extent are teens addicted to their digital devices?

-   To what extent is the American Dream still possible?

“This small, but robust, editorial change,” says Brockman, citing several classroom examples, “has the potential to change the outcome of students’ writing. Why? Because the phrase is an articulation that the topic at hand is not only debatable and defensible but also complex and multifaceted and, therefore, worthy of nuance. In so doing, ELA teachers have the power to guide all students – no matter their ability and confidence level – to take intellectual risks and to participate in more fully informed civil discourse.”

 

“Reframing Writing Prompts to Foster Nuanced Arguments: To What Extent?” by Elizabeth Brockman in English Journal, July 2020 (Vol. 109, #6, pp. 37-44); Brockman can be reached at brock1em@cmich.edu.

(Please Note: The summary above is reprinted with permission from issue #851 of 

The Marshall Memo, an excellent resource for educators.)

Questions for Instructional Coaches to ask their Colleagues

In this article in The Reading Teacher, Alida Hudson and Bethanie Pletcher (Texas A&M University/College Station) say that successful literacy coaches, “rather than thinking for teachers… are adept at asking open-ended questions, which allow space for teachers to talk through ideas and encourage deep thinking about their own literacy practice.” They suggest some open-ended, positive, and tentative questions:

-   Was that how you envisioned the lesson unfolding?

-   Were there any surprises for you?

-   What is your thinking about…?

-   What might be indicators that you are successful?

-   What were the students able to do in this lesson?

-   What did you do to help the students succeed?

-   What else might you have students do?

-   So, maybe try…

-   What are some things that you could have students do differently the next time you teach this lesson?

Following up after a lesson that incorporated coaching suggestions, a literacy coach might ask:

-   Do you think it was successful? If so, what made the difference?

-   What would you change if you taught this lesson again?

-   What can we do differently that might help students get there?

-   What is getting in the way of the teaching you want to do, and your students’ learning?

-   What might it look like if this problem were solved?

-   Talk to me more about how you…

-   So, moving forward, what do you want to focus on?

“The Art of Asking Questions: Unlocking the Power of a Coach’s Language” by Alida Hudson and Bethanie Pletcher in The Reading Teacher, July/August 2020 (Vol. 74, #1, pp. 96-100); Pletcher can be reached at bethanie.pletcher@tamucc.edu.

(Please Note: The summary above is reprinted with permission from issue #848 of 

The Marshall Memo, an excellent resource for educators.)

Principles for Successful School Reopening

            In this MIT Teaching Systems Lab report, Justin Reich (Massachusetts Institute of Technology) and Jal Mehta (Harvard Graduate School of Education) draw on extensive outreach to students, teachers, principals, parents, district administrators, state officials, and other stakeholders to suggest seven principles for reopening schools this fall. Reich and Mehta assume that most schools will be operating with a hybrid or remote learning plan for at least the first part of the 2020-21 year.

These principles are not intended to address the all-important planning that’s being done to keep students and staff safe. Rather, Reich and Mehta focus on helping schools think through their core values and provide access to the best resources to support work with students and families. Several insights guided their research:

-   The coronavirus has created a highly complex and uncertain situation with very few known solutions.

-   In situations like this, the best approach is lots of experimentation in the field, with teams looking at the results to figure out what works.

-   To avoid incoherence, experimentation must be implemented with shared values so local innovators are rowing in the same direction.

-   It’s important to decide on a few common structures – for example, a shared technology platform – to facilitate communication and collaboration.

-   A culture of trust and inclusion is vital; as Peter Drucker once said, “Culture eats strategy for breakfast.”

Here are Reich’s and Mehta’s design principles, each with a few examples of how it might play out in schools and districts.

            • Find ways to build relationships. “The trust forged between teachers and students,” say Reich and Mehta, “inspires learners to do their work, enables teachers to offer candid feedback and criticism, and helps teachers learn to find the keys that unlock student potential and learning.” When the coronavirus disrupted the 2019-20 school year, educators already had six months of interactions under their belts. 2020-21 will be different, making it essential to find ways to build strong relationships.

Ideas: (a) a “call a teacher” button on the school’s website that makes it easy for students to ask questions and get help from a staff member (perhaps the librarian) designated to be available all day long; (b) advisories in which small groups of students (perhaps 10) meet regularly with a staff member on Zoom; (c) looping, with the teachers from 2019-20 moving up with their students to the next grade; and (d) eSports and Rec leagues with online games like Valorant.

            • Rethinking instruction with equity in mind. “Inequity is structurally baked into the system,” say Reich and Mehta, “and thus we need to directly address it if it is going to enable all students to succeed.” In addition, studies show that average- and lower-achieving students take the biggest hit with remote learning, widening the achievement gap. The implication: schools need to take a hard look at systems, culture, and pedagogy, include stakeholders in decision-making, give children of color and poverty a fair shake, and make classroom experiences “relevant, purposeful, and meaningful for all learners.”

            Ideas: (a) reaching out to selected students to take part in planning instruction and activities for the 2020-21 school year; (b) designing curriculum units on race, protests, and the pandemic; and (c) building in time with the most vulnerable students, who might be designated to be in school every day.

            • Amplify student agency. With less direct educator supervision over several months, students have been pushed to become more responsible for their own learning. Schools have tried to replicate the regular structures from afar, but it hasn’t always worked. Reich and Mehta believe we’ll be more successful if we “lean into students’ growing sense of agency, and find ways to build on and amplify it.” The more choice and involvement students have with the curriculum, the more motivated and engaged they will be.

            Ideas: (a) start the year with a celebration of what students learned in the spring months and special things they created; (b) use school as a “base camp” for virtual trips to explore careers, scientific topics, history, and more; and (c) devote senior year to volunteering – for example, helping out with a first-grade class.

            • Marie-Kondo the curriculum. This is essential because of lost time during the spring of 2020 and the built-in inefficiencies of remote learning. Schools should retain what creates joy and deprioritize what’s non-essential, say Reich and Mehta, “making sure students study a rich array of topics, but they study fewer of them and more deeply.”

            Ideas: (a) have teacher teams take inventory and decide on essential topics and skills and those that spiral and are sequential and cumulative; (b) develop a competency-based set of assignments, rubrics, and assessments; (c) implement block scheduling to reduce transitions and clutter within each school day; and (d) maximize virtual visitors.

            • Take full advantage of in-person time. Being in a school building with face-to-face contact with educators will be a scarce and precious resource next year, and schools need to be intentional about what’s best done in person and what’s better at home.

            Ideas: (a) launching clubs, electives, and extracurriculars in the school, so when students attend, they’re experiencing something they really enjoy; (b) flipping the curriculum so home is for lecture-type instruction and projects, school for discussion, sharing, and relationships; and (c) home is for projects, school is for tutoring and small-group work.

            • Nurture home and community learning. “The coronavirus fundamentally shifts the relationship between home and school,” say Reich and Mehta. Schools improvised this spring, asking parents to monitor school learning, but for the opening months of the coming school year, educators need to build stronger partnerships with families and communities so students can get their work done away from school. “Whenever possible,” say Reich and Mehta, “parents, neighbors, family members, and caregivers need to plan to devote a substantial amount of time next year to providing supervision and learning support to students.” Schools play a key role in orchestrating support for students whose families are not able to provide it – for example, if parents are first responders.

            Ideas: (a) encourage “family learning victory gardens” – for example, a father who is a Vietnam War buff studying that topic with a teenager during a U.S. history course;

(b) support micro-schools – clusters of families that have created a safe bubble and can go to school together; and (c) allow students who thrive with online learning to remain at home.

            • Build in reflection time. “Continuous learning and improvement is likely to be critical for success,” say Reich and Mehta. Some teacher teams quickly figured out virtual collaboration in the spring, but others did not. School leaders need to orchestrate the time, space, and support for grade-level and departmental teams to continuously reflect, learn, and adapt; get teams networking laterally across classrooms, teams, and schools to share emerging ideas and learn from each other; and make organizational changes to translate new insights into regular practice.

            Ideas: (a) trading student contact time for teacher collaboration time, following the practice of high-performing Asian schools that have a higher ratio of staff-to-staff time versus staff-to-student time; and (b) empowering teachers to work with students to figure out the best learning configuration – for example, flipping lectures and hands-on time and using high achievers as student tutors.

“Imagining September: Principles and Design Elements for Ambitious Schools During Covid-19” by Justin Reich and Jal Mehta, MIT Teaching Systems Lab, July 2020; the authors can be reached at jreich@mit.edu and jal_mehta@gse.harvard.edu.

(Please Note: The summary above is reprinted with permission from issue #847 of 

The Marshall Memo, an excellent resource for educators.)

A New, Antiracist Canon

A New, Antiracist Canon
is a list of fiction, graphic novels/memoirs, drama, short stories, poets, films, essays, podcasts/multimedia
resources, visual artists, and readings with data/graphs.

The list was compiled by Alexis Wiggins, a white teacher who has been teaching high school English
for two decades.