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An Argument Everyone Wins

Shared learning unites teachers across schools and grade levels

By Learning Forward
Categories: Learning communities, Learning designs
April 2015
Do you like hot chocolate or chicken noodle soup on a cold winter day? Would you prefer to travel by bus or train to New York City? A 2nd-grade teacher recounted these verbal interchanges as examples of arguments facilitated routinely in her classroom. She lauded the accomplishments of her 2nd-grade students maturely engaging in conversational arguments, citing their ability to make a claim and provide evidence as support without preparation. The teacher, sitting among a diverse group of educators, acknowledged that these arguments take a great deal of time and guidance. Clearly impressed, the 6th-grade science teacher, 12th-grade AP English teacher, elementary principal, and K-8 literacy coach congratulated the teacher and considered similar uses of argument in their classrooms. School districts across the U.S. are

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Authors

Lauren Goldberg, Brad Siegel, and Gravity Goldberg

Lauren Goldberg (lgoldberg9@fordham.edu) is an English teacher at Northern Highlands Regional High School in Allendale, New Jersey, and a doctoral student at Fordham University. Brad Siegel (siegelb@northernhighlands.org) is K-12 director of curriculum, instruction, and assessment for the Allendale, Ho-Ho-Kus, Northern Highlands, and Upper Saddle River School Districts of New Jersey. Gravity Goldberg (gravity@drgravitygoldberg.com) is a literacy consultant.

Process for Looking at Student Argument Writing

  • Name what you see without judgments.
  • Describe what you think the writer is doing.
  • Avoid jargon while being as specific as possible.
  • Discuss and imagine next steps for this writer.
  • Compare pieces and name specifically what is similar and different.
  • Create continuums with clear descriptions that outline teaching moves and ideas.

References

Kuhn, D. (1992). Thinking as argument. Harvard Education Review, 62(2), 155-178.

Lunsford, A. & Ruszkiewicz, J. (2009). Everything’s an argument. New York, NY: Bedford/St. Martin’s.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

Categories: Learning communities, Learning designs

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