Fostering Intellectual Engagement Through Critical Reading.

40
Intellectual Intellectual Engagement Engagement Through Through Critical Critical Reading Reading

Transcript of Fostering Intellectual Engagement Through Critical Reading.

Fostering Intellectual Fostering Intellectual Engagement Engagement

Through Critical Through Critical ReadingReading

ENOCH – pull in some introductory comments from the ENOCH – pull in some introductory comments from the READ Guide. The other intro was the same as your high READ Guide. The other intro was the same as your high school intro and not really relevant to this session in terms school intro and not really relevant to this session in terms of an intro…so I deleted these slidesof an intro…so I deleted these slides

Also, pull the wording verbatum. Don’t try to modify.Also, pull the wording verbatum. Don’t try to modify.

Watch redundencies as you are tending to repeat yourself Watch redundencies as you are tending to repeat yourself in different places, making the organization somewhat in different places, making the organization somewhat scattered.scattered.

I pulled forward some of the intro material and moved on I pulled forward some of the intro material and moved on from there.from there.

To read for understanding, To read for understanding, students must learn to students must learn to

actively engage in a silent actively engage in a silent dialogue with the author. dialogue with the author.

Students must see the Students must see the connection between connection between close reading and close reading and

disciplined thinking. disciplined thinking.

We want students to see We want students to see that they cannot become that they cannot become educated persons without educated persons without developing and routinely developing and routinely using their ability to read using their ability to read for for deepdeep understanding. understanding.

To read for understanding, students must learn to actively To read for understanding, students must learn to actively engage in a silent dialogue with the author of a written piece. engage in a silent dialogue with the author of a written piece. (see this is redundant). This is on slide number 3) say rather:(see this is redundant). This is on slide number 3) say rather:

To read for understanding, students must To read for understanding, students must learn tolearn to

► Read deeplyRead deeply► Read for insightsRead for insights► Read to understand the logic of the textRead to understand the logic of the text► Read to identify complexitiesRead to identify complexities► Read to understand interrelationshipsRead to understand interrelationships

We want students to learn the We want students to learn the important connection between close important connection between close reading/writing and becoming an reading/writing and becoming an educated person.educated person.

Every slide should flow together with every other Every slide should flow together with every other slide, as in written slide, as in written text. This slide doesn’t seem to fit with the last one.text. This slide doesn’t seem to fit with the last one.Above all, close reading requires intellectual work. Above all, close reading requires intellectual work.

Say rather:Say rather:

We want students to learn that We want students to learn that close reading requires close reading requires

intellectual work.intellectual work.

The purpose of the sessionThe purpose of the session

to better understand close reading in to better understand close reading in order to foster it in students.order to foster it in students.

Part I = TheoryPart I = Theory

Part II = Practice Part II = Practice

Part IPart I

Theory of Close Reading: Theory of Close Reading:

Reading with intellectual Reading with intellectual discipline discipline

ActivityActivity►Guide to Guide to How to How to ReadRead a Paragraph a Paragraph►Groups of 3 (A, B, and C)Groups of 3 (A, B, and C)►Study in order to teach. Study in order to teach. ►Person ‘A’ studies pp 1-2.Person ‘A’ studies pp 1-2.► ‘‘B’ studies pp 2-4.B’ studies pp 2-4.► ‘‘C’ studies pp 4-6. C’ studies pp 4-6. ►7 minutes to study.7 minutes to study.►3 minutes for each person to teach.3 minutes for each person to teach.► When finished, debrief by discussing main When finished, debrief by discussing main

points. points.

If you can’t teach If you can’t teach it, you don’t know it, you don’t know

it. it.

ActivityActivity►Read to TeachRead to Teach► ‘‘A’ studies pp. 7-8A’ studies pp. 7-8► ‘‘B’ studies pp. 9 (“The Work of B’ studies pp. 9 (“The Work of

Reading”) and 12-13. (end w/ section Reading”) and 12-13. (end w/ section “How to Read a Paragraph”)“How to Read a Paragraph”)

► ‘‘C’ studies pp. 13-15 (begin w/ section C’ studies pp. 13-15 (begin w/ section “How to Read a Textbook” and end “How to Read a Textbook” and end with “How to Read a Newspaper”) with “How to Read a Newspaper”)

►7 minutes to study7 minutes to study►3 minutes for each person to teach 3 minutes for each person to teach

ActivityActivity

►Same triadsSame triads

►Silently read p. 9 section “Five Levels of Silently read p. 9 section “Five Levels of Close Reading” Close Reading”

►Take turns reading pp. 10-11Take turns reading pp. 10-11 ‘‘A’ reads first levelA’ reads first level ‘‘B’ reads second level, etc. B’ reads second level, etc.

ActivityActivity►Same triadsSame triads►Read pp. 17-19Read pp. 17-19► ‘‘A’ reads A’ reads Reading to LearnReading to Learn► ‘‘B’ readsB’ reads Reading to Understand Systems Reading to Understand Systems

of Thoughtof Thought► ‘‘C’ reads C’ reads Reading within Disciplines Reading within Disciplines ►3 minutes to read3 minutes to read►2 minutes to teach2 minutes to teach►When finished, discuss relevance to class. When finished, discuss relevance to class.

Part II: Practice Part II: Practice

Five levels of readingFive levels of reading

Remove all this on writing, as Remove all this on writing, as this session is on reading.this session is on reading.

Disciplined writing requires Disciplined writing requires disciplined thinking, and disciplined thinking, and disciplined thinking is disciplined thinking is enhanced by disciplined enhanced by disciplined writing. writing.

Level 1Level 1ParaphrasingParaphrasing

Work in pairs.Work in pairs.

Read pp. 13-14 aloud in the Read pp. 13-14 aloud in the How to WriteHow to Write Guide Guide

When finished, take turns reading the When finished, take turns reading the quotes and paraphrases on pages 15-quotes and paraphrases on pages 15-1616

QuoteQuote

““The propagandist’s purpose is make The propagandist’s purpose is make one set of people forget that certain one set of people forget that certain other sets of people are human.” other sets of people are human.”

Aldous HuxleyAldous Huxley

Model ParaphraseModel Paraphrase

The goal of propaganda is to convince The goal of propaganda is to convince people that other groups of people are people that other groups of people are inhuman, and therefore not worthy of inhuman, and therefore not worthy of respect and just treatment. respect and just treatment.

ParaphraseParaphrase

““Politics isn’t who you vote Politics isn’t who you vote for, it’s how you live your for, it’s how you live your life.” life.”

Emerson Emerson

Activity: ParaphrasingActivity: Paraphrasing

Work in pairsWork in pairs

Read and complete the directions on pp. Read and complete the directions on pp. 17-18 (17-18 (How to Write GuideHow to Write Guide))

Exercise 1: Choose 1 out of the 4 quotes.Exercise 1: Choose 1 out of the 4 quotes.

Exercise 2: Choose 2 out of the 24 Exercise 2: Choose 2 out of the 24 quotes.quotes.

Focus on the standards of Focus on the standards of clarityclarity and and precisionprecision. .

Two TextsTwo Texts

►The Idea of EducationThe Idea of Education (John Henry (John Henry Newman) p. 50Newman) p. 50

►The Art of LovingThe Art of Loving (Eric Fromm) p. 36 (Eric Fromm) p. 36

Level 2Level 2S.E.E.I.S.E.E.I.

►Work in pairsWork in pairs►Page 50, Page 50, How to ReadHow to Read GuideGuide►Silently read excerpt on p. 50Silently read excerpt on p. 50► In writing, state, elaborate, exemplify, In writing, state, elaborate, exemplify,

illustrate main thesis of text. (p. 10 in illustrate main thesis of text. (p. 10 in Reading GuideReading Guide))

►Compare your SEEI with your partner’sCompare your SEEI with your partner’s►Explicate the standards you focused on in Explicate the standards you focused on in

your evaluation of your writing and the your evaluation of your writing and the text. text.

Level 3Level 3Logic Of…Logic Of…

►How to Read a Paragraph How to Read a Paragraph guideguide►Page 36 “The Art of Loving” by Eric Page 36 “The Art of Loving” by Eric

FrommFromm►Using the template on page 54, Using the template on page 54,

complete the “logic of” the article.complete the “logic of” the article.

Level 4Level 4EvaluationEvaluation

►Work in pairsWork in pairs►Switch papers. Evaluate the quality of Switch papers. Evaluate the quality of

the “logic of” you created focusing on the “logic of” you created focusing on any relevant standards.any relevant standards.

►Evaluate Fromm’s passage focusing on Evaluate Fromm’s passage focusing on the standard of clarity. the standard of clarity.

Level 5Level 5Role Play Role Play

Essence:Essence: Speak as the author without Speak as the author without

adding to or subtracting from adding to or subtracting from the author’s point of view, the author’s point of view, claims, or argument. claims, or argument.

Role Play (1)Role Play (1)►Partners A and BPartners A and B►A will speak as NewmanA will speak as Newman

Think within Newman’s logic. Discuss what Think within Newman’s logic. Discuss what “you” are saying in this article.“you” are saying in this article.

►B will question A based on his/her B will question A based on his/her knowledge of the reading using the knowledge of the reading using the Elements of ReasoningElements of Reasoning Hold “Newman” responsible for his Hold “Newman” responsible for his

statements.statements. Don’t let the speaker distort Newman’s Don’t let the speaker distort Newman’s

point of view. point of view.

Role Play (2)Role Play (2)►New partners A and BNew partners A and B

►B will speak as Newman answering the B will speak as Newman answering the question:question: How would you (Newman) differentiate How would you (Newman) differentiate

between the concepts of education, between the concepts of education, indoctrination, and socialization?indoctrination, and socialization?

►A will question B for A will question B for accuracyaccuracy and and clarityclarity using his/her knowledge of using his/her knowledge of Newman’s argument. Newman’s argument.

One cannot justifiably critique or agree One cannot justifiably critique or agree with a text unless s/he knows the logic with a text unless s/he knows the logic of the text. of the text.

►How its organized.How its organized.► Its point of view or frame of reference.Its point of view or frame of reference.► Its claims, questions, purposes.Its claims, questions, purposes.► Its information.Its information.► Its concepts.Its concepts.► Its assumptions.Its assumptions.► Its inferences.Its inferences.►The implications of the reasoning. The implications of the reasoning.

One cannot claim to understand an One cannot claim to understand an author’s point of view until s/he can author’s point of view until s/he can

speak as the author without speak as the author without distorting it. distorting it.

This develops intellectual empathy. This develops intellectual empathy.

For every problem under the sunFor every problem under the sunThere is a solution or there is none.There is a solution or there is none.If there be one, seek till you find itIf there be one, seek till you find it

If there be none, then never mind it. If there be none, then never mind it.

► To me this means…To me this means…► In other words…In other words…► To exemplify…To exemplify…► To illustrate…To illustrate…

Intellectual Perseverance Intellectual Perseverance

►Critical thinking requires intellectual Critical thinking requires intellectual work. work.

►Only through critical thought can Only through critical thought can students “take possession” of content students “take possession” of content & make it theirs. & make it theirs.

►Only to the extent that a student asks Only to the extent that a student asks genuine questions & seeks answers to genuine questions & seeks answers to them, is a student taking content them, is a student taking content seriously and thinking it through.seriously and thinking it through.

Enoch’s Strategy ListEnoch’s Strategy List►SEEISEEI►Deck of CardsDeck of Cards►Role PlayRole Play►Peer TeachPeer Teach►Structural ReadingStructural Reading►Critical ReadingCritical Reading►Peer AssessmentsPeer Assessments►Socratic DialogueSocratic Dialogue►Domain DiagramDomain Diagram

►Question TreeQuestion Tree►Bull’s Eye Bull’s Eye

DiagramDiagram►Write Write

Encyclopedia Encyclopedia EntryEntry

►CT JournalCT Journal►CT NotesCT Notes►List WeaknessesList Weaknesses

Top 10Top 10

Logic of a FieldLogic of a Field

►Page 56-57 is an example applied to Page 56-57 is an example applied to an academic field. an academic field.

►Complete the logic of one of your Complete the logic of one of your subjects. subjects.