Streamline literacy instruction while increasing student achievement DaveR. Stuart Jr.’s work is centered on a simple belief: all students and teachers can flourish. Yet that seemingly simple goal can feel unattainable when teachers are expected to teach core content within the disciplines and improve literacy in their classrooms. How can teachers and students flourish under so much pressure? Stuart’s advice: Take a deep breath and refocus on six known best practices– establish and strengthen key beliefs, then build knowledge and increase reading, writing, speaking and listening, and argumentation in every content area, every day. These 6 Things is all about streamlining your practice so that you’re teaching smarter, not harder, and kids are learning, doing, and flourishing in ELA and content-area classrooms. In this essential new resource, teachers will receive • Proven, classroom-tested advice delivered in an approachable, teacher-to-teacher style that builds confidence • Practical strategies for streamlining instruction in order to focus on key beliefs and literacy-building activities • Solutions and suggestions for the most common teacher and student “hang-ups” • Numerous recommendations for deeper reading on key topics In addition to teaching English and world history for more than a decade, Stuart is well-known for his blog DaveStuartJr.com, which has over 35,000 visitors each month. This popular resource has been a beacon of light for more than 10,000 subscribers who refuse to freak out about the everyday challenges of teaching in a high-stakes era. He presents professional development workshops and institutes for schools around the United States and offers a number of online learning tools and experiences on his website.
Chapter Four: Argue Purposefully and Often
Argue Purposefully and Often
We’ve come to believe that it would be advantageous to students if we found opportunities throughout the day to immerse them in a culture of debate, or argumentation (in the best sense of the word). And we believe that it would invigorate the school day to find many opportunities, often, for students to take and defend positions, to learn from argument and counterargument. The research is clear that if students have opportunities to do the work orally that we hope they will learn to do as writers, this is advantageous to them.
—Calkins, Ehrenworth, and Taranto (2013, p. 147)
And that’s all an argument is—not wrangling, but a serious and focused conversation among people who are intensely interested in ...