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Classes and Learning Objectives — Bauschard

PF 204-3 — 9-12-18

Today three of the students presented contentions from constructive speeches they worked on and a fourth shared some evidence cards that he found.

We reviewed the contentions and arguments with an emphasis on four things.

Common Core Standards

Does the evidence match the tagline/claim the debaters associated with the evidence?  CSS.ELA-Literacy.RI.8.8
“Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.”

Does the evidence have reasons? We worked to identify the reasons/lack of reasons in some of the quotations/pieces of evidence.
CCSS.ELA-Literacy.RL.8.1 9.10.1  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.8
“Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.”

Does Is the evidence qualified? We discussed how some of the authors of the evidence were not especially qualified.  All students were encourage to find better evidence, using the search techniques we discussed in the last class. CSS.ELA-Literacy.W.8.8
“Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.”

General —  CCSS.ELA-Literacy.W.9-10.7
“Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.”

We also generally discussed the use of “market’ references in much of the Con evidence the Con found and how that could be used as Pro evidence on a topic about public health services.

Student feedback

C prepared a pretty well-reasoned case with some paraphrased and some quoted evidence. I encouraged her to use more quoted evidence and to work on the consistence between the health impacts to discrimination and the case.

M prepared a pretty well researched case, though I encouraged her to improve the quality of her sources and to carefully consider the whether or not the “market’ evidence belonged on the Con. She also produced a lot of good evidence at the end of the document that she tagged well.  Again, some source quality improvements could be made.

L added some great inequality impacts to his case, but I pointed out the missing internal link between health care spending and inequality. We worked to find that evidence as well as increase the explanation in the second contention.

W provided some quality evidence and is working to build it into a contention

PF 203-1 9-4-18

Today we covered an explanation of all of the arguments related to the debate topic.

Learning Objectives

Students will develop a strong understand of all of the major arguments on the debate topic

Students will learn how to research and write  their own constructive speeches

PF 203-2 — 9-11-18

Today two the students presented their first attempts at constructive speeches using the topic knowledge we discussed in PF 203-1.  The instructor provided feedback and then we worked to develop research skills in in order that students could substantially strengthen the. development of their own arguments.

Learning Objectives

Students will learn how to research and write  their own constructive speeches

Common Core Standards

The instructor provided the students feedback for where they needed to add evidence and support. We also anonymous reviewed a previous student’s speech to assess where evidence was lacking (CCS ELA Literacy W. 8.1 — Write arguments to support claims with clear reasons and relevant evidence). We also discussed how to cite and reference evidence in debates.

We spent more than an hour in the second part of the class with direct instructions on how to use search engines, especially the advanced features of both Bing and Google.   We also covered Google News, Google Books, and Google Scholar. All of the students said they had never previously used these search engine features. (W. 8.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.)

We ended the class with students working on developing their contentions/cases by finding supporting research materials with the search engine methods we used. Two of the students who had VPNs used Google and the one without a VPN used Bing. One of the students explicitly remarked that we could tell based on her search that there were many advantages to using Bing over Baidu, which she had used previously.

The students’ homework is to write/finish at least one contention using the research tools we discussed in class.