Good Morning Dudes & Dudettes,
Today is Tuesday, February 11, 2014. Look back at the blog post from last week. I started to detail some processes that directly affect us as learners especially in a content-area literacy class like The Big History Project. It is my hope that by the end of the school year you have not only learned some of these processes, but have also OWNED THEM.
If we look at our day from a WICR perspective, here is our agenda:
Writing - Written Conversation (Edmodo Chatroom)
Inquiry - What do you perceive Jared Diamond's claim/theory to be? What point of view is he posing?
Collaboration - Quotation Mingle
Reading - Reading With a Question in mind? SQ3R RI 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.
If we look at our day from an SQ3R perspective, we will be focusing on the second "R".
S
Q
R
Recite - (Record, React, Respond, RE-READ, Record)
R
And last, but certainly not least, if we look at today from a QEI perspective, we will be focusing on INTERPRETATION.
Question
Evidence
Interpretation
Keep these processes in mind as we move through the morning. They will follow us through the week as well as into our next project: LITTLE BIG HISTORY.
Yours truly,
C-Dawg
From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy
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