Chapter 8, page 194
with the 8 students who are at Level 0 (which means that they are only naming causes but not explaining
them and practices generating explanations with them), so they will know what to do next time.
Note that the teacher can use the information she gains from the Week 2 quizzes and assignments
to work with both individual students and to work with the whole class.
The teacher eagerly awaits the results of the Week 4 quizzes and writing assignments to see if
students are doing better. She checks how each and every student is doing. For example, here are Janice’s
scores after Week 4:
Argument
construction
(0 to 4)
Generating
counterarguments
(0 to 4)Understanding
consequences
(0 to 3)Understanding
causes
(0 to 4)
Week 2 3 0 1 2
Week 4 3 1 3 3
Argument
construction
(0 to 4)
Generating
counterarguments
(0 to 4)Understanding
consequences
(0 to 3)Understanding
causes
(0 to 4)
Week 2 Level 4: 0%
Level 3: 12%
Level 2: 32%
Level 1: 52%
Level 0: 4%
Level 4: 0%
Level 3: 0%
Level 2: 12%
Level 1: 4%
Level 0: 84%Level 4: 52%
Level 3: 28%
Level 2: 20%
Level 1: 0%
Level 0: 0%Level 4: 8%
Level 3: 8%
Level 2: 40%
Level 1: 4%
Level 0: 40%
Week 4 Level 4: 12%
Level 3: 72%
Level 2: 12%
Level 1: 4%
Level 0: 0%
Level 4: 4%
Level 3: 60%
Level 2: 24%
Level 1: 12%
Level 0: 0%Level 4: 92%
Level 3: 8%
Level 2: 0%
Level 1: 0%
Level 0: 0%Level 4: 16%
Level 3: 72%
Level 2: 12%
Level 1: 0%
Level 0: 0%The teacher uses the results of these assessments once again to revise her instruction, as
summarized below:
Argument construction. Most students are at Level 3, which means that they have done well
including and elaborating on evidence in their arguments. But most have not yet taken the final step to
Level 4. The difference between Level 3 and Level 4 is that Level 4 requires students to explain why the
evidence provides support for their position. The teacher decides to develop and lead a lesson helping
students learn how to do this.
Janice’s level is typical of her classmates, so the teacher will not offer additional instruction to her.
However, there are several students who have not yet reached Level 3, and the teacher does some remedial
work with those students, taking them aside and doing some practice with argument writing to help them
master the ideas.
Generating counterarguments. Most students are now at Level 3, which means that they are well
at discussing counterarguments and the evidence for and against them. But have not taken that last step that
gets them to Level 4. This last step involves not just stating counterarguments, but explaining why they are
not strong or by explaining why the issue cannot be fully resolved. The teacher develops and leads a lesson
to focus particularly on this point.