Reflection: Student Led Inquiry Entering a Conversation with Fareed Zakaria - Section 3: Entering the Conversation: Class Discussion


The students did a relatively good job in establishing the situation, though from their responses I can tell it will be a slow process to really grasp the idea of ethos fully, and to recognize the content shifts as organizational rhetorical strategies.  They were able to identify, for example, how Zakaria spends a section of the text providing examples of other countries' education systems, but don't really explain how the section fits in the context of what came before and after until prompted.  So, something to continue working on.

Regarding the other piece, the students had some nice questions, particularly regarding defining terms.  For example, one group asked a clarifying question of what Zakaria means by the term 'good education.'  What does this look like?  Some of the groups didn't quite get to the statement, though; I'm not sure if it is because they weren't sure how to do it or if they were just really into writing the questions.  The fact that they are asking lots of questions is a good thing, though, since in asking questions they are learning from each other to some extent, and it perhaps shows they needed to ask these questions as part of the learning process.    Nevertheless,  I was pleased to see they are getting the idea of identifying multiple ideas in a text and what the author leaves uncertain. 

  Good Questions
  Student Led Inquiry: Good Questions
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Entering a Conversation with Fareed Zakaria

Unit 4: Thematic Unit: Education
Lesson 5 of 18

Objective: SWBAT use their rhetorical analysis of a text to recognize what isn't in a text, and what issues could be addressed further, by writing clarifying questions.

Big Idea: Questioning an author is a great way to enter a conversation.

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the future of public education according to the pragmatic thinker
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