{"id":5597,"date":"2015-04-28T10:04:19","date_gmt":"2015-04-28T14:04:19","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=5597"},"modified":"2015-04-28T10:04:19","modified_gmt":"2015-04-28T14:04:19","slug":"student-motivation-in-claims-evidence-and-audience","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/student-motivation-in-claims-evidence-and-audience\/","title":{"rendered":"Student motivation in claims, evidence and audience"},"content":{"rendered":"

What makes an argument worth making?<\/h2>\n

\"student<\/a>Recently, I was working with a colleague\u00a0about getting students more jazzed to dive deep into building claims with supporting evidence.<\/p>\n

My colleague stated:<\/p>\n

“To be an argument, there needs to be a sense of \u201cothers\u201d who are vying against our argument in ways that excite\/worry us about our intellectual flanks. Moreover, to be an argument, one needs to have some skin in the game. Who wants to argue an argument that\u2019s already been made\/won, and that all sides know the answer to? In general, \u201chow\u201d questions\u00a0…elicit procedures\/summaries of what is known. \u201cWhy\u201d questions generally do a lot better stoking argument.”<\/p><\/blockquote>\n

I took a few minutes this morning to pull together some resources that might help to create an audience of “others” or that could be used to generate engagement in the claims\/evidence making process.<\/p>\n

<\/p>\n

Connecting to a larger audience<\/h3>\n

Ryan Camire<\/a> posted to the Google+ Community Connected Classrooms Workshop<\/a> to generate interest in cross school debates:<\/p>\n

\"student<\/a><\/p>\n

 <\/p>\n

And check out\u00a0this 4th grade teacher using Flipgrid<\/a> to record and share student arguments. \u00a0He then posted the Flipgrid video to a Google+ Community<\/a> to expand the audience:<\/p>\n

\"student<\/a><\/p>\n

Gamifying the outcome<\/h3>\n

Never underestimate the compelling power of healthy competition with your peers– or against yourself. iCivics<\/a>\u00a0features\u00a0simulation games requiring examining evidence and making claims, such as “Do I Have A Right?” which puts students in the role of partner in a law firm specializing in individual rights. Not just that, but the site features a global leaderboard, so students can see how they stack up against other students playing the games. They can also earn — be still my beating heart — badges<\/em> for game play.<\/p>\n

\"student<\/a><\/p>\n

 <\/p>\n

Mind-mapping and Brainstorming Tools<\/b><\/p>\n

Richard Byrne, over at Free Tech 4 Teachers, recommends 10 terrific mind-mapping and brainstorming tools<\/a> he suggests can be used to meet CCSS.ELA-Literacy.WHST.6-8.1a<\/a>:<\/p>\n

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.<\/p><\/blockquote>\n

Debate Graph<\/a><\/b>\u00a0is a\u00a0good example of mindmaps already created with claims & evidence. \u00a0But combining any of these strategies seems like a great way to up student motivation in claims, evidence and audience. Now you tell us:<\/p>\n

How do you get your students to dig deeper and get invested in the arguments they make?<\/h2>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

What makes an argument worth making? Recently, I was working with a colleague\u00a0about getting students more jazzed to dive deep into building claims with supporting evidence. My colleague stated: “To be an argument, there needs to be a sense of \u201cothers\u201d who are vying against our argument in ways that excite\/worry us about our intellectual … <\/p>\n

Continue reading “Student motivation in claims, evidence and audience”<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[329,362,361,360,358,197,359],"class_list":["post-5597","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-authentic-audience","tag-ccss-ela-literacy-whst-6-8-1a","tag-common-core","tag-debate-graph","tag-flipgrid","tag-google-communities","tag-icivics"],"_links":{"self":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/5597","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/comments?post=5597"}],"version-history":[{"count":0,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/5597\/revisions"}],"wp:attachment":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media?parent=5597"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/categories?post=5597"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/tags?post=5597"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}