QEI & SQ3R: What Do We Do With Good Processes?

Fellow Big Historians,

     Today is Thursday, February 13, 2014.  We have looked extensively at Guns, Germs, and Steel thus far.  We have found Jared Diamond's claim/theory in his work.  We are beginning to find counter arguments or counter claims in the writings of other people.  What do they say about him as a professional and scientist? (Ethos/Authority)  What do people think about JD's logic and evidence? (Logos)  How do they feel about him? (Pathos).

      Monday's blog post laid out our WICR strategy of attacking our learning.  It looked something like this:

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.

I noticed a few mistakes as I read it over again and again.  The written conversation you all were involved in was not the TED-Ed written conversation.  If we look at Edmodo, we will see many phenomenal posts and some halfway decent responses.  I also noticed I was trying WAY TOO HARD to cram too much into the "R"-Reading.  Your humble Big History teacher is tremendously proud of the what you all have been using Edmodo, and I will say that lately you have been listening to each other a little better.  Let's try to really dig into our Edmodo and TED-Ed discussions by offering insightful, extending, and elaborating responses to each other.  

      So...  Today's learning tactics for attacking our learning are as follows:

WRITING- Written Conversation (TED-Ed Discussion Board)
INQUIRY- Now that we are identifying counter arguments to JD, can we begin to delineate connections between Guns, Germs and Steel and Thresholds 6 & 7?
COLLABORATION- Community Circle
READING- SQRRR   (R2- "Recite" will be our focus.)

     
      If you have made it this far in the blog post then you are actually reading it.  Thank you. Please wrap up your reading experience by clicking on the following links.  Threshold 6 is Collective Learning.  Threshold 7 is Agriculture.  We will need to keep these in mind as we try to connect BH to GGS.  Enjoy, and have fun!!

Yours truly,
C-Dawg

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Processes: WICR, SQ3R, QEI, and 6 Pillars of Big History...

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