Common Core and the Colorado Department of Education's Academic Standards
“Language is the means to higher mental functioning, that which is a species-specific skill, unique to humans as a generative means for thinking and communication” (Colorado Department of Education 15).
Colorado Academic Standards were recently revised to reflect the Common Core State Standards (CCSS). In the Language Arts domain of reading, writing, and communicating, the standards are: (1) Oral Expression and Listening, (2) Reading for all Purposes, (3) Writing and Composition, and (4) Research and Reasoning (Colorado Department of Education 12). Incorporating philosophy in English class especially achieves the first three standards: (1) Oral Expression and Listening, (2) Reading for all Purposes, (3) Writing and Composition. Therefore, incorporating philosophy into the study of literature in English class connects to state standards for reading, writing, and communicating.
1. Oral Expression and Listening. The workshop curriculum and philosophical inquiry learning cycle devotes substantial time to sharing and listening to other’s thinking and writing. Small-group workshop specifically gives students repeated opportunities to “collaborate effectively as group members or leaders who listen actively …acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective” (CDE 15). The lesson plans in both of the units devote time working to engage students in a range of collaborative discussions (one-on-one, in groups, and teacher-led class dialogue). Students are encouraged to collaborate, building on others’ ideas and expressing their own clearly (CCSS: SL.7.1).
2. Reading for All Purposes. “Literacy skills are essential for students to fully participate in and expand their understanding of today’s global society.” (CDE 15). The M.T. Anderson Unit Plan helps students begin to consciously and critically examine today’s technology- and media-driven environment through the study of literature. Thought-experiments and supplementary non-fiction texts on happiness encourage reading for awareness of global and socio-cultural contexts. Write-to-learns encourage students to draw connections from the literature to the real world. For instance, Feed connects with corporate advertising influence on our understanding of purpose, value, self-esteem, environmental issues, and “smart” technology; The Hunger Games connects to the very real global situation of rich and poor nations, sweat-shops, globalization, and consumerism and fashion. Ender’s Game is a way to discuss military strategy and the current War on Terror, learning and video games, etc. Unit 2 also practices Critical Literacy so that students can read cultural and advertising texts for themselves. Taking and expanding upon teacher and student-generated questions, the workshop classroom will “provide a medium for students to seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts” (CDE 16).
3. Writing and Composition. This is, indeed, the neglected ‘R’ in our existing public school curriculum: “students need to be writing at least twice as much in the classroom” (NCW 8). According to the CDE: “Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem solving and mastering new concepts” (16). This curriculum utilizes writing and sharing as a way of questioning and refining one’s ideas—a moving from the general to the specific that is crucial in the definition and understanding of new concepts. These Units also fully embrace the idea that “writing can be used as a medium for reasoning and making intellectual connections.” In the revising process, “students arrange ideas to persuade, describe, and inform, they engage in logical critique” (CDE 16). Revision enables students to carefully “choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy” (CDE 16). The Choice Book Unit gives students a chance to write and compose a presentation to the audience of their peers about something that is meaningful or important to them.
Colorado Academic Standards were recently revised to reflect the Common Core State Standards (CCSS). In the Language Arts domain of reading, writing, and communicating, the standards are: (1) Oral Expression and Listening, (2) Reading for all Purposes, (3) Writing and Composition, and (4) Research and Reasoning (Colorado Department of Education 12). Incorporating philosophy in English class especially achieves the first three standards: (1) Oral Expression and Listening, (2) Reading for all Purposes, (3) Writing and Composition. Therefore, incorporating philosophy into the study of literature in English class connects to state standards for reading, writing, and communicating.
1. Oral Expression and Listening. The workshop curriculum and philosophical inquiry learning cycle devotes substantial time to sharing and listening to other’s thinking and writing. Small-group workshop specifically gives students repeated opportunities to “collaborate effectively as group members or leaders who listen actively …acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective” (CDE 15). The lesson plans in both of the units devote time working to engage students in a range of collaborative discussions (one-on-one, in groups, and teacher-led class dialogue). Students are encouraged to collaborate, building on others’ ideas and expressing their own clearly (CCSS: SL.7.1).
2. Reading for All Purposes. “Literacy skills are essential for students to fully participate in and expand their understanding of today’s global society.” (CDE 15). The M.T. Anderson Unit Plan helps students begin to consciously and critically examine today’s technology- and media-driven environment through the study of literature. Thought-experiments and supplementary non-fiction texts on happiness encourage reading for awareness of global and socio-cultural contexts. Write-to-learns encourage students to draw connections from the literature to the real world. For instance, Feed connects with corporate advertising influence on our understanding of purpose, value, self-esteem, environmental issues, and “smart” technology; The Hunger Games connects to the very real global situation of rich and poor nations, sweat-shops, globalization, and consumerism and fashion. Ender’s Game is a way to discuss military strategy and the current War on Terror, learning and video games, etc. Unit 2 also practices Critical Literacy so that students can read cultural and advertising texts for themselves. Taking and expanding upon teacher and student-generated questions, the workshop classroom will “provide a medium for students to seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts” (CDE 16).
3. Writing and Composition. This is, indeed, the neglected ‘R’ in our existing public school curriculum: “students need to be writing at least twice as much in the classroom” (NCW 8). According to the CDE: “Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem solving and mastering new concepts” (16). This curriculum utilizes writing and sharing as a way of questioning and refining one’s ideas—a moving from the general to the specific that is crucial in the definition and understanding of new concepts. These Units also fully embrace the idea that “writing can be used as a medium for reasoning and making intellectual connections.” In the revising process, “students arrange ideas to persuade, describe, and inform, they engage in logical critique” (CDE 16). Revision enables students to carefully “choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy” (CDE 16). The Choice Book Unit gives students a chance to write and compose a presentation to the audience of their peers about something that is meaningful or important to them.
Assessment Data Analysis
Below Graph 1, you'll find a Microsoft Word Document that explains the nature and grading criteria of Unit Plan #1's constructed responses. This assessment data analysis also filters results by individual student and cluster groups. The assessment of the data reveals that nearly all students in English 11 improved their writing skills, especially in CCCS 3.2 for writing and composition, which focuses on the elements of writing persuasively using organization and development of ideas. These improvements in writing were afforded by the methods of philosophical reading, inquiry, discussion and writing presented on this site.
I cannot prove that doing philosophy was directly responsible for these growths in writing ability - we also diagrammed sentences, identified verbs, practiced quote sandwiches and prewriting strategies, among other activities. I can attest, however, that the incorporation of philosophical questions about character and meaning engaged and involved students throughout writing activities that might otherwise have been non-starters. This documented student growth, therefore, is connected to, and compatible with, doing philosophy in the classroom.
I cannot prove that doing philosophy was directly responsible for these growths in writing ability - we also diagrammed sentences, identified verbs, practiced quote sandwiches and prewriting strategies, among other activities. I can attest, however, that the incorporation of philosophical questions about character and meaning engaged and involved students throughout writing activities that might otherwise have been non-starters. This documented student growth, therefore, is connected to, and compatible with, doing philosophy in the classroom.
Graph 1: Growth Analysis for All Students: Timed Constructed Response
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Introducing Philosophy Assessment Data Analysis CCCS 3.2 L.H.S. SP 2013.docx | |
File Size: | 412 kb |
File Type: | docx |