Cues, Questions, Advance Organizers

1
Cues, Questions, Advance Organizers
Generating Testing Hypotheses
2
Some Classics!
3
The New Generation!
4
Learning Goals
Gain an understanding of the research on
instruction, and examine the conclusions that can
be drawn from that research
Cues, Questions, Advance Organizers
Generating Testing Hypotheses
Consider recommendations for using these
researched instructional strategies in K-12
classrooms
5
AGENDA
INTRODUCTION Outcomes n Agenda..THE CONTEXT!

• A REMINDER! ABOUT THE CONTEXT
• ? Marzanos Big 3 !
• ? Means n Ends
• ? Systems of Learning Just a review!
• ? Putting It All Together
• The Systems, Art Science Qs, Instructional
  Strategies

6
AGENDA

• II. QUESTION 2 Interacting With New
  Knowledge
• ? Graphic Organizers
• ? Questioning Techniques
• III. QUESTION 3 Deepening Understanding of
  Knowledge
• ? Constructing Support Reasoning
• ? Analyzing Errors Thinking
• ? Analyzing Perspectives Reasoning

• Definitions
• The Steps
• A Graphic Organizers
• Details /Practice Activities
• Example Tasks
• Rubrics
• Self-Assessments

7
AGENDA

• IV. QUESTION 4 Generating Testing
  Hypotheses
• ? Problem Solving Reasoning
• ? Decision-Making Reasoning
• ? Invention Reasoning
• ? Investigation Reasoning
• ? Experimental Reasoning
• ? Systems Analysis Reasoning
• PLANNING FOR REASONING!
• CLOSING

• Definitions
• The Steps
• A Graphic Organizers
• Details Practice Activities
• Example Assignments/ Tasks
• Rubrics
• Self-Assessments

8
The Big Picture The Context
Marzanos 3 Leverage Points for Comprehensive
School Improvement
9
WHAT WORKS IN SCHOOLS
School 1. Guaranteed and Viable Curriculum 2. Clear Goals and Effective Feedback 3. Parent Community Involvement 4. Safe Orderly Climate 5. Staff Collegiality Professionalism
Teacher 6. Instruction 7. Classroom Management 8. Curriculum Design
Student 9. Home Atmosphere 10. Learned Intelligence and Prior Knowledge 11. Motivation Interest
10
WHAT WORKS IN SCHOOLS
WHAT WORKS IN SCHOOLS Three Leverage Points
School 1. Guaranteed and Viable Curriculum 2. Clear Goals and Effective Feedback 3. Parent Community Involvement 4. Safe Orderly Climate 5. Staff Collegiality Professionalism
Teacher 6. Instruction 7. Classroom Management 8. Curriculum Design
Student 9. Home Atmosphere 10. Learned Intelligence and Prior Knowledge 11. Motivation Interest
11
Leverage Point 2 Ensuring Effective
Teaching in Every
Classroom
Phase I Develop a language of instruction or
model of instruction.
Phase II Develop a systematic way for teachers
to interact about instruction using the model.
Phase III Establish a systematic way for
teachers to observe master teachers and each
other using the model of instruction.
Phase IV Monitor the effectiveness of
individual teachers instructional styles as a
form of teacher feedback.
12
RESOURCES
Intervention 2 Ensuring Effective Teaching
in Every
Classroom
The Art and Science of Teaching (Marzano, 2007).
Association for Supervision and Curriculum
Development (ascd.org). Classroom Instruction
That Works (Marzano, Pickering, Pollock, 2000).
Association for Supervision and Curriculum
Development (ascd.org) Dimensions of Learning
(Marzano, Pickering, Paynter). Association for
Supervision and Curriculum Development (ascd.org)
13
Leverage Point 2
Ensure Effective Instruction in Every Classroom
Phase I Develop a language of instruction or
model of instruction.
14
About LEARNING!
15
Effective
Bureaucracies
Organizations
Are Tight on OUTPUTS And Loose on INPUTS
Are Tight on INPUTS and Loose on OUTPUTS
16
OUTPUTS are
INPUTS are
The means
The ends
The strategies
The standards, results
The materials
The outcomes
The activities
About the LEARNING
About the TEACHING
17
Strategy
Learning
Strategy
Strategy
Strategy
18
The New Taxonomy
The Systems of Learning
19
The Systems of Learning
20
The Systems of Learning
The Self System Attitudes
The Meta-Cognitive System Habits of Mind
Classroom Climate is about

• Be accurate and seek accuracy
• Be clear and seek clarity
• Maintain an open mind
• Restrain impulsivity
• Take a position when warranted
• Respond to the feelings of other
• Generate new ways of viewing
• situations outside the
• boundaries of standard conventions

• Persevere
• Push the limits of ones knowledge
• Generate, trust, maintain your own
• evaluation standards
• Monitor ones thinking
• Plan appropriately
• Identify and use necessary resources
• Respond appropriately to feedback
• Evaluate effectiveness of ones
• actions

• Acceptance by Teacher Peers
• Comfort Order

Classroom Tasks are about

• Valuable Interesting
• Ability Resources
• Clarity

The Cognitive System Extending. Refining,
Applying Knowledge
The Cognitive System Acquiring Knowledge
See full page at the end of your packet!
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
1. Comparing 2. Classifying 3. Abstracting
Comparing similarities and differences among
items, lists, or large pieces of information
4. Inductive Reasoning 5. Deductive Reasoning
Drawing conclusions and making predictions by
using what we know
facts, details, concepts, principles
skills processes
6. Constructing Support 7. Analyzing
Perspectives 8. Analyzing Errors
Generating and testing arguments or assertions

• 1. Construct Meaning
• 2. Organize
• 3. Store

• 1. Construct Models
• 2. Shape
• 3. Internalize

9. Decision Making 10. Problem Solving 11.
Invention
Take an action when faced with a dilemma or need
Clarify or explain - phenomena observed -
contradictions or confusions - relationships
among parts
12. Experimental Inquiry 13. Investigation 14.
Systems Analysis
21
The Self System
POSITIVE ATTITUDES PERCEPTIONS
22
The Meta-Cognitive System
PRODUCTIVE HABITS OF MIND

• Be accurate and seek accuracy
• Be clear and seek clarity
• Maintain an open mind
• Restrain impulsivity
• Take a position when warranted
• Respond to the feelings of other
• Generate new ways of
• viewing situations outside the
• boundaries of standard
• conventions
• Persevere
• Push the limits of ones knowledge
• Generate, trust, maintain your
• own evaluation standards

• Monitor ones thinking
• Plan appropriately
• Identify and use
• necessary resources
• Respond appropriately
• to feedback
• Evaluate effectiveness
• of ones actions

23
The Nature of Knowledge
Declarative Knowledge Simple, but Important
and Complex Facts, Details, Concepts,
Principles
? Knows.. ? Has a basic understanding
of.. ? Has an in-depth understanding of
Procedural Knowledge Simple, but Important and
Complex Skills, Processes
? Is Skilled at
24
The Cognitive System
ACQUIRING KNOWLEDGE
PROCEDURAL KNOWLEDGE
DECLARATIVE KNOWLEDGE
facts, details, concepts, principles
skills processes

• Construct Meaning
• 2. Organize
• 3. Store

• Construct Models
• 2. Shape
• 3. Internalize

25
The Cognitive System is about Learning Procedural
Knowledge
Student is fluent and automatic (internalize) at
a skill or procedure
Multiplies fractions Researches on the
internet Reads graphs and charts Edits written
work for conventions of writing
Examples!
26
The Cognitive System is about Learning
Declarative Knowledge
Students know or have a basic understanding
(construct meaning) of essential terms and
details vocabulary people
facts places events titles
Chastise means. Mitosis is.. George Washington
was. World War II.. Shakespeare wrote A
symphony is.
Examples!
27
The Cognitive System is about Learning
Declarative Knowledge
Students have an in-depth understanding (extends,
refines, uses knowledge) of
Generalizations Concepts Principles
Topography and natural resources influence the
culture of a region. Animals have characteristics
that are examples of adaptation. Equations and
graphs are both ways of depicting relationships
among variables. Oppression When people are
oppressed (economically, politically, socially)
conflict results.
Examples!
28
Learning a Skill or Process
Time Involved in Learning a Process
29
The Cognitive System
ACQUIRING Procedural KNOWLEDGE (skills,
processes)
1. Construct a Model
Envision the steps of the process
2. Shape
Modify, adapt, and increase understanding of the
process
3. Internalize
Practice to achieve automaticity and fluency
30
Type of Practice For acquiring a new skill or
process
Distributed Practice
Massed Practice
31
Generalizations from the research about PRACTICE

1. Mastering a skill requires a fair amount of
   focused practice.
2. While practicing, students should adapt and shape
   what they have learned.

32
RECOMMENDATIONS FOR CLASSROOM PRACTICE RE
Practice

• Charting Accuracy and Speed
• Focused Practice
• Conceptual Understanding

33
Learning a Concept
Time Involved in Learning a Process

1. Construct Meaning

2. Organize
3. Store
34
The Cognitive System
ACQUIRING Declarative KNOWLEDGE (facts, details,
concepts, principles)
1. Construct Meaning
Link new information to prior knowledge
2. Organize
Identify patterns in the information
3. Store
Consciously store the information in memory
35
Complex Reasoning Processes
36
The Cognitive System
EXTEND, REFINE, USE KNOWLEDGE
Comparing similarities and differences among
items, lists, or large pieces of information
1. Comparing 2. Classifying 3. Abstracting
Drawing conclusions and making predictions by
using what we know
4. Inductive Reasoning 5. Deductive Reasoning
6. Constructing Support 7. Analyzing
Perspectives 8. Analyzing Errors
Generating and testing arguments or assertions
37
The Cognitive System
EXTEND, REFINE, USE KNOWLEDGE
9. Decision Making 10. Problem Solving 11.
Invention
Take an action when faced with a dilemma or need

• Clarify or explain
• phenomena observed
• contradictions or
• confusions
• relationships among parts

• Experimental
• Inquiry
• 13. Investigation
• 14. Systems Analysis

38
Connecting the Systems of Learning the Art and
Science of Teaching (questions)
39
Primary Resources for Ensuring Effective
Teaching (Language/Model of Instruction)
40
The Systems of Learning
Planning Questions
Habits of Mind
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
41
The Systems of Learning
Planning Questions
Habits of Mind
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
42
The Systems of Learning
Habits of Mind
Planning Questions
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
43
The Systems of Learning
C
Classroom Management
Planning Questions
Habits of Mind
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
Classroom Management
44
Questions for Routine Activities Behaviors
Question 1 What will I do to establish and
communicate learning goals, track student
progress, and celebrate success?
Question 6 What will I do to establish or
maintain classroom rules and procedures?
45
Questions to Address Content
Question 2 What will I do to help students
actively interact with the new knowledge?
Question 3 What will I do to help students
practice and deepen their understanding of new
knowledge?
Question 4 What will I do to help students
generate and test hypotheses about new knowledge?
46
Questions for On-the-Spot Situations
Question 5 What will I do to engage students?
Question 7 What will I do to recognize and
acknowledge adherence to or lack of adherence to
rules and procedures?
Question 8 What will I do to establish and
maintain effective relationships with students?
Question 9 What will I do to communicate high
expectations for all students?
47

1. What will I do to establish and communicate
   learning goals, track student progress, and
   celebrate success?
2. What will I do to help students effectively
   interact with new knowledge?
3. What will I do to help students practice and
   deepen their understanding of new knowledge?
4. What will I do to help students generate and test
   hypotheses about new knowledge?
5. What will I do to engage students?
6. What will I do to establish or maintain classroom
   rules and procedures?
7. What will I do to recognize and acknowledge
   adherence and lack of adherence to classroom
   rules and procedures?
8. What will I do to establish and maintain
   effective relationships with students?
9. What will I do to communicate high expectations
   for all students?
10. What will I do to develop effective lessons
    organized into a cohesive unit?

Planning Questions
48
Putting It All Together
49
The Systems of Learning
Planning Questions
Habits of Mind
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
50
1. The Systems of Learning
3. Teaching Strategies
Habits of Mind

• Identifying similarities
• and differences

Extend, Refine, Use Knowledge

• Summarizing and
• note taking

Acquire Knowledge

• Reinforcing effort and
• providing recognition

• Homework and practice

Attitudes

• Nonlinguistic
• representations

2. Planning Questions

• Cooperative learning

• Setting objectives and
• providing feedback

• What will I do to establish and communicate
  learning goals, track student progress, and
  celebrate success?
• 9. What will I do to communicate high
  expectations for all students?

• Generating and testing
• hypotheses

• Cues, questions, and
• advance organizers

51
1. The Systems of Learning
Habits of Mind
3. Teaching Strategies (What Works In
Schools)
Extend, Refine, Use Knowledge
Acquire Knowledge

• Classroom Management
• (Relationships)

• Student Motivation
• Interest

Attitudes
2. Planning Questions

• What will I do to engage students?
• 8. What will I do to establish and maintain
  effective relationships with students?

52
The Systems of Learning
Planning Questions
Habits of Mind
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
53
1. The Systems of Learning
3. Teaching Strategies
Habits of Mind

• Identifying similarities
• and differences

Extend, Refine, Use Knowledge

• Summarizing and
• note taking

Acquire Knowledge

• Reinforcing effort and
• providing recognition

• Homework and practice

Attitudes

• Nonlinguistic
• representations

2. Planning Questions

• Cooperative learning

• Setting objectives and
• providing feedback

• What will I do to help students actively interact
  with the new knowledge?
• 3. What will I do to help students practice and
  deepen their understanding of new knowledge?

• Generating and testing
• hypotheses

• Cues, questions, and
• advance organizers

54
1. The Systems of Learning
3. Teaching Strategies
Habits of Mind

• Identifying similarities
• and differences

Extend, Refine, Use Knowledge

• Summarizing and
• note taking

Acquire Knowledge

• Reinforcing effort and
• providing recognition

• Homework and practice

Attitudes

• Nonlinguistic
• representations

2. Planning Questions

• Cooperative learning

• Setting objectives and
• providing feedback

• What will I do to help students actively interact
  with the new knowledge?
• 3. What will I do to help students practice and
  deepen their understanding of new knowledge?

• Generating and testing
• hypotheses

• Cues, questions, and
• advance organizers

55
The Systems of Learning
Habits of Mind
Planning Questions
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
56
1. The Systems of Learning
3. Teaching Strategies
Habits of Mind

• Identifying similarities
• and differences

Extend, Refine, Use Knowledge

• Summarizing and
• note taking

Acquire Knowledge

• Reinforcing effort and
• providing recognition

• Homework and practice

Attitudes

• Nonlinguistic
• representations

• Cooperative learning

2. Planning Questions

• Setting objectives and
• providing feedback

4. What will I do to help students generate and
test hypotheses about new knowledge?

• Generating and testing
• hypotheses

• Cues, questions, and
• advance organizers

57
The Systems of Learning
C
Classroom Management
Planning Questions
Habits of Mind
Extend, Refine, Use Knowledge Meaningfully
Acquire Integrate Knowledge
Attitudes and Perceptions
Classroom Management
58
1. The Systems of Learning
Habits of Mind
3. Teaching Strategies (What Works In
Schools)
Extend, Refine, Use Knowledge
Acquire Knowledge

• Classroom Management
• (Relationships)

• Student Motivation
• Interest

Attitudes
Classroom Management
2. Planning Questions
6. What will I do to establish or maintain
classroom rules and procedures? 7. What will I
do to recognize and acknowledge adherence to or
lack of adherence to rules and procedures?
59
Leverage Point 2
Ensure Effective Instruction in Every Classroom
Phase I Develop a language of instruction or
model of instruction.
60
Cues, Questions Advance Organizers
61
Questions to Address Content
Question 2 What will I do to help students
actively interact with the new knowledge?
Question 3 What will I do to help students
practice and deepen their understanding of new
knowledge?
Question 4 What will I do to help students
generate and test hypotheses about new knowledge?
62
Questions to Address Content
Question 2 What will I do to help students
actively interact with the new knowledge?
Question 3 What will I do to help students
practice and deepen their understanding of new
knowledge?
Question 4 What will I do to help students
generate and test hypotheses about new knowledge?
63
Cues and Questions
Generalizations from the research

1. Cues and questions should focus on what is
   important as opposed to what is unusual.
2. Higher level questions produce deeper learning
   than lower level questions.
3. Waiting briefly before accepting responses from
   students has the effect of increasing the
   sophistication of students answers.
4. Questions are effective learning tools even when
   asked before a learning experience.

64
Advance Organizers
Generalizations from the research

1. Advance organizers should focus on what is
   important as opposed to what is unusual.
2. Higher level advance organizers produce deeper
   learning than lower level advance organizers.

65
K - W - L
What I WANT to know about.
What I LEARNED about.
What I KNOW about..
66
Common Patterns
Generalization/ Principle
Description
Example
Example
Example
Comparison
Time Sequence
1 2
Cause
Cause
Effect
Cause
Cause
Cause
67
Why Our Hair Turns Gray
When hair is still forming, it is impregnated
with thousands of tiny packets of melanin
pigment. Cells called melanocytes produce and
blend only two basic paints to produce the
exotic palette of different colors we see in
human hairOne pigment, eumelanin, tints our
locks deep black to the lightest brown. The
other, pheomelanin, turns the hair blond to
golden brown or red. As we pass our twenties,
melanoctye production slows down. Emerging
hairs, possessing only a tiny amount of their
former pigment, begin to appear gray. When the
melanocytes go completely dormant, hair grows out
with no pigment at all and takes on the natural
color of hair protein white. (SOURCE Lowell
Ponte, Readers Digest, February, 1991)
68
How Do You Hear Sounds?
Do you know how you hear sounds? When you
hear, you use more than just the part of your ear
that you see on your head. Some parts of your
ear are deep inside of your head, and those
parts, along with your outer ear, help your brain
to hear. Pretend you are playing a drum.
When you strike it, the spot you hit moves back
and forth very quickly. That movement is called
vibration. You cant see it, but if you put your
hand on the spot you just hit, you can feel it
for just an instant. The vibration shakes
the air and makes an invisible wave of sound.
Your outer ear, the part you can see, collects
the waves and passes them through a channel to
your eardrum. Then your eardrum vibrates and
sends the sounds deeper inside your head to your
inner ear. When the sound wave gets to your
inner ear, it moves tiny hair cells. A healthy
ear has over 15,000 hair cells. When the hair
cells move, they send signals to your brain to
tell it that you are hearing a drum. (Source
Can Music Hurt Me? Jones, Tinzmann, Thelen, 1990)
69
Noise Can Harm You
Louder sounds do more serious damage. Because
they can be as loud as 130 decibels, live rock
concerts are dangerous to listen to for more than
two hours. Some doctors think you could
permanently lose some of your hearing after going
to just 10 live rock concerts. Sounds that are
over 140 decibels can even make your ears hurt.
These sounds can damage your hearing quickly if
you are close to the source of the sounds. One
of these sounds is a firecracker
explosion. Noise can do more than hurt your
ears. If you hear noise all the time, you can
feel cranky. And anything that makes you feel
cranky for very long is not good for your body.
Listening to lots of noise can give you a
headache and an upset stomach. You can become so
upset that you cant sleep well. Constant noise
at school will make it harder for you to study
and learn. (Source Can Music Hurt Me? Jones,
Tinzmann, Thelen, 1990)
70
Situation Students are going to the Natural
History Museum to spend time viewing the nature
dioramas.
Identify the knowledge that you might want
students to gain as a result of this
trip. Prepare an advance graphic organizer for
them to use during their visit.
71
Caution
Be sure to identify the Essential Knowledge for
which student should create summaries, notes, and
non-linguistic representations, and which warrant
the use of cues, advance organizers, and
questions.
72
Interacting With New Knowledge Some Strategies!
Strategies to Preview New Knowledge
Elaborating Strategies
K-W-L Overt Linkages Preview Qs Teacher
Summary Skimming Teacher-Prepared Notes
Inferential Questions
Strategies to Represent New Knowledge
Notes Graphic Organizers Dramatic
Enactments Mnemonics Notebooks
Small Chunks Strategies
Reciprocal Teaching Jigsaw Concept Attainment
73
Complex Reasoning Processes
74
WHAT WORKS IN SCHOOLS
Teacher 6. Instruction 7. Classroom Management 8. Curriculum Design
Instruction

• Cues, Questions, Advance Organizers
• - Generating Testing Hypotheses

75
IDENTIFYING SIMILARITIES AND DIFFERENCES

1. Comparison Reasoning
2. Classifying Reasoning
3. Abstract Reasoning (metaphors, analogies)

CUES, QUESTIONS, AND ADVANCED ORGANIZERS

1. Constructing Support Reasoning
2. Analyzing Perspectives Reasoning
3. Analyzing Errors Reasoning

GENERATING AND TESTING HYPOTHESES

1. Decision Making Reasoning
2. Problem Solving Reasoning
3. Invention Reasoning
4. Inductive Reasoning
5. Deductive Reasoning
6. Experimental Inquiry Reasoning
7. Investigation Reasoning
8. Systems Analysis Reasoning

76
IDENTIFYING SIMILARITIES DIFFERENCES
Looking at similarities and differences among
items (comparing), among lists of items
(classifying), among chunks of information
(abstracting).
Comparison Reasoning Classifying
Reasoning Abstract Reasoning (metaphors,
analogies)
77
CUES, QUESTIONS, ADVANCED ORGANIZERS
Generating and testing arguments and assertions
Constructing Support Reasoning Analyzing
Perspectives Reasoning Analyzing Errors Reasoning
78
GENERATING AND TESTING HYPOTHESES
Taking an action when faced with a dilemma or
need
Decision Making Reasoning Problem Solving
Reasoning Invention Reasoning
79
GENERATING AND TESTING HYPOTHESES
Drawing conclusions and making predictions using
what we know
Inductive Reasoning Deductive Reasoning
Clarifying or explaining - phenomena
observed - contradictions or confusions -
relationships among parts
Experimental Inquiry Reasoning Investigation
Reasoning Systems Analysis Reasoning
80
Stimulus Questions to Help You Choose Reasoning
Process
Comparing Do you want to determine how certain things are similar and different?
Classifying Do you want to organize things into groups? Do you want to identify the rules or characteristics that have been used to form groups?
Abstracting Do you see a relationship that no one else has seen? What is the abstract pattern or theme that is at the heart of the relationship?
Inductive Reasoning Are there specific rules you see operating here? Are there things that you know must happen?
81
Stimulus Questions to Help You Choose Reasoning
Process
Deductive Reasoning Are there errors in reasoning you want to describe? Are there errors being performed in a process
Error Analysis Are there errors in reasoning you want to describe? Are there errors being performed in a process?
Constructing Support Is there a position you want to defend on a particular issue?
Analyzing Perspectives Are there differing perspectives on an issue you want to explore?
82
Stimulus Questions to Help You Choose Reasoning
Process
Decision Making Is there an important decision that should be studied or made?
Problem Solving Do you want to describe how some obstacle can be overcome?
Invention Is there something you want to improve upon? Is there something new you want to create?
Investigation Is there some new idea or new theory that should be described in detail?
83
Stimulus Questions to Help You Choose Reasoning
Process
Historical Investigation Is there something that happened in the past that should be studied?
Projective Investigation Is there a possible or hypothetical event that should be studied?
Experimental Inquiry Is there a prediction you want to make and test out?
Systems Analysis Are there parts of a system or the interactions of the parts of a system that could be analyzed?
84
A CONTENT STANDARD THROUGH THE LENS OF VARIOUS
THINKING PROCESSES
CONTENT STANDARD
Understand that war forces sensitive issues to
surface and causes people to confront inherent
conflicts of values and beliefs
COMPARISON (Dimension 3) ERROR
ANALYSIS (Dimension 3) CONSTRUCTING
SUPPORT (Dimension 3) DECISION
MAKING (Dimension 4) INVESTIGATION (Dimension
4) PROBLEM SOLVING (Dimension 4)
Compare the public reaction during World War II
to that during the Vietnam War. Identify the
errors in reasoning made by those responsible for
interring Japanese Americans during World War
II. Refute or support the claim that the atomic
bomb had to be dropped to end World War II. What
other alternatives could the US have used to end
the war? Why did Japan attack Pearl Harbor?
Some say President Roosevelt intentionally
provoked the Japanese. Others disagree. If you
were US President World War II, how would you
force the unconditional surrender of Japan
without using the atomic bomb and yet provide for
a secure postwar world?
See full page at the end of your packet!
Although all of these reasoning processes are
solid building blocks for performance tasks, a
few seem more strongly linked than others to the
identified standard. The guiding principle
when developing a performance tasks is to select
the reasoning process that most strongly
emphasizes the content information identified in
the content standard. Given the standard
identified here, a history teacher might conclude
that a decision-making task is most
appropriate. SOURCE Assessing Student
Outcomes Performance Assessment Using the
Dimensions of Learning Model, ASCD and McREL
85
Generic Rubric forComplex Reasoning Process
4

• The teacher
• - adapts and amends the complex reasoning
  process appropriate
• to the content
• - know when a complex reasoning process is the
  ideal strategy to
• accomplish the learning goal.
• The teacher
• - constructs teacher-directed tasks and guides
  students to
• develop student-directed tasks for the
  complex reasoning
• process
• - has a conceptual understanding of the
  purposes and uses of
• the complex reasoning process

3
86
2

• The teacher
• - knows the terminology of the complex
  reasoning process,
• - knows the steps of the complex reasoning
  process.
• With prompting and coaching, the teacher
• - knows the terminology of the complex
  reasoning process,
• - can perform the steps of the complex
  reasoning process.
• The teacher
• - shows major errors and omissions knowing the
  terminology of the complex reasoning
  process,
• - shows major errors and omissions performing
  the steps of
• the complex reasoning process.

1
0
87
Questions to Address Content
Question 2 What will I do to help students
actively interact with the new knowledge?
Question 3 What will I do to help students
practice and deepen their understanding of new
knowledge?
Question 4 What will I do to help students
generate and test hypotheses about new knowledge?
88
Questions to Address Content
Question 2 What will I do to help students
actively interact with the new knowledge?
Question 3 What will I do to help students
practice and deepen their understanding of new
knowledge?
Question 4 What will I do to help students
generate and test hypotheses about new knowledge?
89
Questions to Address Content
Question 2 What will I do to help students
actively interact with the new knowledge?
Question 3 What will I do to help students
practice and deepen their understanding of new
knowledge?
Question 4 What will I do to help students
generate and test hypotheses about new knowledge?
90
RECOMMENDATIONS FOR CLASSROOM PRACTICE for COMPLEX
REASONING PROCESSES

1. Give students a model for the process.
2. Use familiar content to teach students the steps
   of reasoning process.
3. Give students graphic organizers for the
   reasoning process.
4. Guide students as needed.

91
For Each Reasoning Process, you will find

1. The Definition
2. The Steps
3. A Graphic Organizer
4. Details Practice Activities
5. Example Assignments/ Tasks
6. The Rubric
7. A Self-Assessment

92
About Constructing Support Reasoning
93
CS The Definition!
Constructing Support Reasoning is about building
systems of support for assertions.
More simply, it is the process of providing
support for statements.
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Constructing Support The Steps!

1. Am I stating a fact or opinion?
2. If I am stating an opinion, do I need to offer
   support?
3. What will I include (Facts? Examples? Evidence?
   Appeals?) when I provide my support?

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FACT or OPINION??

1. I am the best, most qualified, candidate for the
   job.
2. I have been serving in the legislature for six
   years.
3. My opponent has not served in a public office
   before this.
4. My opponent is too inexperienced to be ready to
   do the job on day one.
5. President Bush was wrong to go to war in Iraq.
6. My opponent voted for the war.
7. The wealthy should pay higher taxes than they do
   now.
8. 10 of the people pay 65 of the income taxes in
   this country.
9. Global warming is being caused by human activity.

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Devices Used to Develop Persuasive Arguments

• FACTS
• EVIDENCE
• EXAMPLES
• APPEALS (4 Types)
• - Personality,
• - Tradition or accepted beliefs,
• - Rhetoric,
• - Reason (see common components of)

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4 TYPES OF APPEALS
PERSONALITY speaker or writer tries to get you
to like him use of personal stories
congeniality.
TRADITION OR ACCEPTED BELIEFS doing the right
thing power of the argument comes from t the
fact that there is a general acceptance of the
beliefs or values alluded to the American
way.
RHETORIC persuade through beauty and style of
language, relies on the use of impressive
phrases, idioms, and even gestures.
REASON appeal to logic speaker makes claims
and systematically provides evidence for those
claims
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CS The Graphic Organizer!
Opinion
Appeal through personality
Appeal through tradition or accepted beliefs
Appeal through rhetoric
Appeal through Reason Evidence
99
Constructing Support Fact or Opinion?
REMEMBER Constructing Support Reasoning is the
process of giving support statements. We only
use this process when the statement is an
OPINION. It is important to know the difference
between fact and opinion. A fact is a statement
that can be proven by looking it up in various
resources.
Lets Practice!
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Fact or Opinion?
Practice Activity (for students)
DIRECTIONS For each of the following
statements, think whether it is a fact or an
opinion. Some statements might be a little of
both. However, try to decide if the statement is
more of a fact or more of an opinion.
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1. Tigers have pink eyes.
2. Carmine finished putting materials away after the art project.
2. Carmine finished putting materials away after the art project.
3. Jessie would do a great job as captain of the team.
4. Fewer people talk during movies because of the message on the screen that says, Please be quiet.
5. Becky is a good writer.
6. When its sunny outside, clothes hanging on a line dry quickly.
There were too many children playing on the jungle gym at recess.
8. Ben Jerrys is the best tasting ice cream.
Most students eat the school lunch instead of bringing a lunch from home.
10. Studying for a test the night before the test is not a good idea.
11. Pianos are the most beautiful sounding musical instrument.
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When it rains, the soil gets soaked and worms come out of the ground.
13. All office buildings in San Francisco are over four stories high.
Ramon would do an excellent job as president of the Student Council.
15. There were too many people in line at the movies.
16. The No Littering signs along roads have resulted in less trash along the sides of streets and highways.
17. Raspberries are the sweetest fruit in the world.
18. Most people who buy pizzas buy thin-crust pizzas.
19. Celia finished the race before anyone else.
20. Hiking makes your legs very strong.
21. Eating too much fat makes people gain weight.
22. Fernando is one of the top-rated artists in the country.
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Using Appeals
Practice Activity (for students)
Using Constructing Support Reasoning effectively
can be useful to us in many situations. There
are times in all of our lives when we feel
strongly enough about something to try to
influence or persuade someone else. To develop a
persuasive argument, we might use facts,
evidence, examples and/or appeals. The following
activity will focus on the use of appeals.
REMEMBER There are four different types of
appeals 1. Personality 2. Tradition or
accepted beliefs 3. Rhetoric 4. Reason
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DIRECTIONS For each of the arguments that
follow both historical and from everyday
conversation determine which type of appeal the
argument primarily relies upon.

1. Simone is the best dancer in the group. She is
   simply the most expressive, powerful, and truly
   graceful artist the world has ever known. When
   she dances, I am reminded of a beautiful
   butterfly floating in the gentle breezes of a
   warm, summer morning.

1. Phil would make the best president. I know
   because I am one of you. I empathize with the
   kinds of hardships you face. I was born and
   raised here and love this place as much as you
   do. I believe Phil would serve you well.

1. We need this new air-quality bill. Last year our
   city had a higher number of pollutants in the air
   than any of the past five years.

1. We should spend as much as possible on the space
   program. Ever since the early 1960s when
   President Kennedy challenged our nation to send a
   man to the moon, American citizens have been
   committed to exploring outer space.

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1. Martin Luther Kings I Have a Dream speech
   Now is the time to make real the promise of
   democracy. Now is the time to rise from the dark
   and desolate valley of segregation to the sunlit
   path of racial justice. Now is the time to lift
   our nation from the quick sands of racial
   injustice to the solid rock of brotherhood..

1. This detergent will get your dishes cleaner than
   any other detergent on the market right now.
   Studies conducted by Independent Labs, Inc., show
   that 35 more food and grease was removed from
   dishes with this detergent than was removed from
   dishes cleaned with the other three leading
   brands.

1. President John F. Kennedys inaugural address in
   1961 Ask not what your country can do for you
   ask what you can do for your country.

1. I think students should not be allowed to use
   calculators on math tests. Todays students need
   to continue the long tradition in the United
   States of learning to calculate by hand.

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Complacency to Apathy
Practice Activity (for students)
Directions Take a position. Agree or disagree
with the following passage. Support your
position.
About the time our original 13 states adopted
their new constitution, in 1787, Alexander Tyler,
a Scottish history professor at the University of
Edinburgh, had this to say about the fall of the
Athenian Republic some 2000 years prior
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• A democracy is always temporary in nature, it
  simply cannot exist as a permanent form of
  government. A democracy will continue to exist
  up until the time that voters discover that they
  can vote themselves generous gifts from the
  public treasury. From that moment on, the
  majority always votes for the candidate who
  promises the most benefits from the public
  treasury, with the result that every democracy
  will finally collapse due to loose fiscal policy,
  which is always followed by a dictatorship.
• The average age of the worlds greatest
  civilizations from the beginning of history, has
  been about 200 years. During those 200 years,
  these nations always progressed through the
  following sequence
• From bondage to spiritual faith
• From spiritual faith to great courage
• From courage to liberty
• From liberty to abundance
• From abundance to
  complacency
• From complacency to
  apathy
• From apathy to
  dependence
• From
  dependence back to bondage.

108
Constructing Support Examples!
Students studying the foreign policy of the U.S.
during the 20th century were divided into two
groups and given the following tasks 1)
President Woodrow Wilson has just asked you to
give him your opinion as to whether the U.S.
should join the League of Nations. As a
nonpartisan foreign policy advisor, you are to
give a speech stating your position at the next
foreign policy meeting, including the changing
role of the U.S. in world affairs in the early
20th century. 2) It is 1999. The new
Secretary of State has taken a position against
the policy of isolationism. The President wants
to hear your perspective. Take a position for or
against isolationism and clearly articulate your
reasons.
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Constructing Support Examples!
Take a position on lengthening the school year.
Students in life skills class were researching
different occupations that might be entered
directly upon graduation from high school. As
part of their study, they researched the types of
preparation and training needed for these
occupations and the educational opportunities
available to prepare for these occupations.
Students were asked to take a position on whether
or not a traditional college education is
important to ones future ability to function and
experience success in the world of work.
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Constructing Support Examples!
Students studying French were asked to identify a
current issue in the French culture, take a
position on the issue, and then develop and
present a persuasive argument in French to the
class.
Students protested when the teacher introduced
them to the process of long division. They
thought it was a waste of time to learn the
process, arguing that everyone has calculators
and that no one ever does long division by
hand. Some students added that they did not need
to know the multiplication facts for the same
reason. The teacher decided to have students
take a position for or against the importance of
learning the computation processes, and present
their arguments, which were to include an appeal
to reason.
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• RUBRICS A Reminder!
• Rubrics are Scoring Guides that explain
• levels of performance.
• Potentially, they focus students on the
• learning.
• Often, they are used in conjunction with
• checklists.

112
Constructing Support The Rubric!
4
The student presents a well-articulated and
detailed argument that has no errors in logic.
3
The student presents a well-articulated argument
that has no errors in logic.
2
The student presents an argument that makes a
point but is not well articulated or has some
significant errors in logic.
1
The student presents an argument that makes
no clear point or has so many errors in logic
that it is invalid.
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SCORING SCALE for CONSTRUCTING SUPPORT
4

• The student (going beyond things explicitly
  taught in class)
• - adapts and amends constructing support
  reasoning to achieve
• the goals of a task, or
• - constructs a task using constructing support
  reasoning to
• enhance understanding of the content.
• The student
• - has a conceptual understanding of
  constructing support
• reasoning
• - applies the steps of constructing support
  reasoning with
• appropriate content
• - explains insights gained about the content
  as a result of using
• constructing support reasoning.

3
114
2

• The student
• - knows the terminology of constructing support
  reasoning,
• - can perform the steps of constructing
  support reasoning.
• With help, the student
• - knows the terminology of constructing support
  reasoning,
• - can perform the steps of constructing support
  reasoning.
• With help, the student
• - shows major errors and omissions knowing the
• terminology of the constructing support
  reasoning,
• - shows major errors and omissions performing
  the steps of
• constructing support reasoning.

1
0
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(Teacher) GENERIC SCALEfor COMPLEX REASONING
4

• The teacher
• - adapts and amends the complex reasoning
  process appropriate
• to the content
• - know when a complex reasoning process is the
  ideal strategy to
• accomplish the learning goal.
• The teacher
• - constructs teacher directed tasks and guide
  students to develop
• student-directed tasks for the complex
  reasoning process
• - has a conceptual understanding of the
  purposes and uses of
• the complex reasoning process

3
116
2

• The teacher
• - knows the terminology of the complex
  reasoning process,
• - knows the steps of the complex reasoning
  process.
• With prompting and coaching, the teacher
• - knows the terminology of the complex
  reasoning process,
• - can perform the steps of the complex
  reasoning process.
• With prompting and coaching, the teacher
• - shows major errors and omissions knowing the
• terminology of the complex reasoning
  process,
• - shows major errors and omissions performing
  the steps of the
• complex reasoning process.

1
0
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Assessing Myself Constructing Support

• Not at all To a great
  extent
• 0 _________________________________________
  4
• I clearly communicate the knowledge students
  will
• use for the constructing support activity.
• I make sure students know how to use the
  process of
• constructing support.
• I make sure students understand the graphic
• organizers for constructing support.

118
Assessing Myself Constructing Support

• Not at all To
  a great extent
• 0 ________________________________________ 4
• I give students an appropriate amount of
  guidance
• for the activity.
• Over time, I collect evidence about my
  students
• proficiency at constructing support.

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About Analyzing Errors Reasoning
120
AE The Definition!
Analyzing Errors Reasoning is the process of
finding describing errors in thinking.
It is a thinking skill that can help us to make
better choices, whether as consumers or citizens,
as we see or hear advertisements, political
messages, and other claims that are designed to
influence our beliefs or actions.
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Analyzing Errors The Steps!

1. Is the information I am receiving important or
   does it try to influence my thinking or my
   actions?
2. Does something seem wrong with any of the
   information?
3. What is wrong?
4. How can I get more or better information?

122
TYPES OF ERRORS IN THINKING

• 1. Faulty Logic
• Attacks
• Weak References
• Misinformation

123
Analyzing Errors A Mnemonic!

• I use a-larm to help folks remember the four
  types of errors in thinking.
• The idea is that students are taught that if
  their radar goes up, then they look for an
  a-larm.
• Logic, Attacks, References, Misinformation.

124
FALLACIES
Arguing from ignorance My claim is justified
because you cant prove the opposite. Arguing
against the person You are wrong because you are
stupid and unethical. Appealing to
emotion Agree with me because of this sob
story. Appealing through force and fear
Agree with me or else you will be sorry.
125
ABOUT FAULTY LOGIC

1. Contradiction when someone presents conflicting
   information (e.g. a political flip-flopping on an
   issue)
2. Accident when someone fails to recognize that
   an argument is based on an exception to a rule
   (e.g. concluding that the letter e always comes
   before the letter i after observing the spelling
   of neighbor and weigh)
3. False Cause when someone confuses an order of
   events with causality or when someone
   oversimplifies a very complex causal network
   (e.g. acknowledging only one cause of the Civil
   War when the reasons were numerous and
   complexly related)
4. Begging the question (circularity) making a
   claim and then arguing for the claim using
   statements that are the equivalent of the
   original claim (e.g. Claim That product is not
   very useful. Back up assertion You cant do
   anything with it.)

126
ABOUT FAULTY LOGIC

1. Evading the issue sidestepping the issue by
   changing the topic (e.g. when asked about a
   countrys involvement in arms trade to foreign
   countries, a leader changes the topic to the
   necessity of weapons.)
2. Arguing from ignorance arguing that a claim is
   justified simply because its opposite cannot be
   proven (e.g. no intelligent life beyond Earth
   because we cannot prove that extraterrestrial
   life exists)
3. Composition asserting about a whole something
   that is true of its parts (e.g. everyone in the
   Ewy family must be smart because Robert is)
4. Division asserting about all of the parts
   something that is true of the whole (e.g. a
   specific city in Washington receives a lot of
   rain simply because the state as a whole is noted
   for its rainfall)

127
ABOUT ATTACKS

• POISONING THE WELL being so committed to your
  position you explain away everying offered in
  opposition signaled by an unwillingness to
  listen to or consider anything contradictory to
  her opinion.
• ARGUING AGAINST THE PERSON rejecting a claim on
  the basis of derogatory facts (real or alleged)
  about the person
• APPEALING TO FORCE use of threats to establish
  validity of a claim

128
ABOUT WEAK REFERENCES

• USING SOURCES THAT REFLECT HABITUAL AND
  CONFIRAMTORY BIASES
• Habitual biases unconsciously built into our
  thinking and are specific to certain people,
  places, things, and events. (e.g. bias toward
  rejecting ideas from a specific radio talk show
  host)
• Confirmatory biases only accept info that
  supports what we already think or feel
• USING SOURCES THAT LACK CREDIBILITY
• source is known to be biased reputation for
  communicating false info or rumors or has little
  knowledge of the topic

129
ABOUT WEAK REFERENCES

1. APPEALING TO AUTHORITY involving authority as
   the last word on an issue
2. APPEALING TO THE PEOPLE attempt to justify a
   claim on the basis of its popularity
3. APPEALING TO EMOTION using a sob-story, as
   proof for a claim

130
ABOUT WEAK REFERENCES

1. CONFUSING THE FACTS distorting or modifying or
   omitting the facts
2. MISAPPLYING A CONCEPT OR GENERALIZATION errors
   can be made when a concept or generalization is
   misunderstood and inappropriately applied to
   explain a situation.

131
Analyzing Errors The Graphic Organizer!
INFORMATION
Is this information important or intended to
persuade? No Yes
Does anything seem wrong?
Stop analysis
No Yes
What is wrong with the thinking underlying the
information?
Faulty logic?
Weak references?
Attacks?
Mis- information?
Ask for more information
132
Analyzing Errors Credible Source or Not?
KEY POINT Sometimes you read or hear something,
but the person who wrote it or said it is not
someone that you should believe. This does not
mean that the person does not tell the truth. It
just means that he or she is not a good source of
information for that topic. A person who can be
relied on as a good source of information for a
certain topic is sometimes called a credible
source. For example, imagine that the manager
at the grocery store tells you that the company
that makes Beanie Babies is going to stop making
them. You probably would doubt whether thats
true because the is not a credible source for
information about Beanie Babies. However, if he
told you that the store was all out of ice cream,
you would probably believe him because he should
know that kind of information.
Lets Practice!
133
Practice Activity
Credible Source of Not?
DIRECTIONS For the following claims, indicate
the name or title of someone who WOULD and who
WOULD NOT be a credible source for the topic.
134

1. Twenty-seven percent of your high school
   graduating class is planning to attend college.
2. Ford Motor Company has increased its profit
   margin in the last year.
3. Mary Kay Cosmetics has the finest line of eye
   shadow on the market today.
4. You were a delightful, happy baby.
5. The city you live in has had an increase in
   population of 10,000 people in the last year.
6. On the average, crocodiles live to be about 6
   years old.
7. No longer will private citizens be allowed on
   space shuttle flights.

135

• Your neighbor on the corner has never been to a
  garbage dump.
• Japanese exporters are cutting back 27 percent on
  the number of televisions they will send to
  Canada.
• Your brother (or sister) has the messiest room in
  the house.
• Your grocery store is the second largest in the
  city.
• Your best friend doesnt keep his room neat.
• Your class is the finest in the school.
• Your familys car needs a tune-up.
• There have been fewer fires in your city this
  year than last year.

136
Practice Activity
Identifying Errors
DIRECTIONS Practicing the steps of the process
is important because it increases our ability to
recognize situations in which the process of
analyzing errors is needed. For the following
statements, identify the obvious as well as the
subtle errors in thinking.
137

• This screwdriver isnt very good because I cant
  get it to work.
• I dont agree with Bens ideas about the school
  play because he wears weird clothes to school.
• I should be allowed to go to the concert this
  Thursday night everyone I know gets to go.
• If you dont come to my birthday party, Im going
  to tell everyone the secret you told me.
• Im sorry I dont have my homework with me today,
  but I fell on the way to school and twisted my
  ankle, which really, really hurts right now. Oh,
  the pain!
• I think your questions about my views on a tax
  increase is interesting, but I think the more
  pressing issue is whether we should designate
  another 10,000 acres of land in Utah as a
  national forest.
• I know that the new mall is going to ruin
  business for the surrounding stores because our
  basketball coach says it will.

138

1. I havent heard from Nilda, so she must not want
   to come to our picnic.
2. We lost the game because the pitcher was not very
   good.
3. You should vote for Becky for class president
   because she has had a rough summer.
4. Sometimes students dont do well on tests because
   they dont understand the questions.
5. If you dont help me clean up this mess, Im not
   going to be your friend anymore.
6. The car crashed because the roads were wet.

139
Analyzing Errors Examples!

• Students were learning practices concerning
  injury prevention and safety in health education.
  The teacher created scenarios for teaching
  refusal skills (strangers, peer pressure).
• In one scenario a group of children was trying
  to convince Sam to eat earthworms. What are
  the errors in thinking that Sam should identify?
• A) Earthworms are good for you. Cool things
  happen
• to you when you eat earthworms.
  
• B) We wont hang out with you if you dont eat
  
• earthworms.
  
  
• C) Everyone should eat earthworms
  because the captain of the
• high school football team ate
  worms.

(Beg the question)
(Appeal to force)
(Appeal to authority, Sources lack