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LESSON 9: Scholars in Reflection Workshop

SUPPORTING QUESTION

What role does peer collaboration play in developing high-quality academic work?

FOCUS SKILL(S)

Evaluating Arguments

Causation

Comparison

MATERIALS

TEACHER

Scholars in Reflection Workshop Student Workshop + Exemplars

STUDENT

Printed Student Handouts

Access to Inquiry Journal (Already handed out in Lesson 1)

DO FIRST

To support classwide growth and reflection, take time to review the collective data on the Curated Research Papers. For guidance on accessing the report, view this video in the Thinking Nation Teacher Tips Playlist. Be sure to set clear expectations for student behavior to ensure that scores are not perceived as humorous or used to shame others.

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Note: For support related to the platform, submit a helpdesk ticket here or send an email to: help@thinkingnation.org.

TEACHER ACTIONS

1. Set the tone and establish a respectful and growth-oriented environment
2. Open class data report on the Thinking Nation platform
3. Identify trends, common strengths, and areas for growth
4. For large trends, consider providing quick feedback on how to make improvements

STUDENT ACTIONS

1. Engage respectfully by actively listening and avoiding negative reactions
2. Think critically about what the data says about collective writing skills
3. Be ready to apply class takeaways to individual work

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LESSON 9: Scholars in Reflection Workshop - Continued

ACTIVITY 1 - LAUNCH

Students will meet in small groups (2–4 students) to reflect on and discuss the arguments they made in their globalization essays. Each student will share their claim and strongest evidence while group members listen for similarities and differences in how they explained the effects of globalization. Students will then combine their ideas to create a short Collaborative Elevator Pitch that communicates the group’s overall argument and key evidence. This activity gives students an opportunity to revisit their own thinking, learn from their peers, and practice clearly communicating an evidence-based argument.

TEACHER ACTIONS

1. Hand out student worksheet
2. Provide directions to students for grouping
3. Describe the purpose of an elevator pitch
4. Monitor progress and provide support

STUDENT ACTIONS

1. Move to sit with group
2. Take turns sharing arguments and evidence
3. Collaboratively write an elevator pitch

ACTIVITY 2 - PRACTICE

Next, students will work find a partner from a different small group. They will share their elevator pitches and then exchange essays. While reading their partner’s essay, they will fill out the Peer Evaluation section of the student worksheet (page 3). They will debrief their evaluations with each other.

TEACHER ACTIONS

1. Direct students to new partners
2. Provide academic and behavior expectations
3. Direct students to page 3 and provide digital access
4. Monitor progress and provide support as necessary

STUDENT ACTIONS

1. Move to sit near new partner
2. Alternate sharing elevator pitches
3. Exchange essay with partner
4. Complete Peer Evaluation page
5. Debrief with partner

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LESSON 9: Scholars in Reflection Workshop - Continued

ACTIVITY 3 - EXHIBIT

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After debriefing with their partner, students will take time to “Connect, Contrast, and Consider” using page 4 of the student worksheet. By answering three questions students will engage in comparative analysis of the main arguments they wrote about in their essays.

TEACHER ACTIONS

1. Direct students to page 4
2. Explain the goals of Connecting, Contrasting, and Considering
3. Provide academic and behavior expectations
4. Monitor progress and provide support

STUDENT ACTIONS

1. Work with partner to complete page 4

CONCLUSION

Students will reflect on their learning from the unit using the Unit 9 Inquiry Journal. Students will use page 7 to answer the Essential Question. Consider allowing students to use their notes and/or work with a partner.

TEACHER ACTIONS

• Determine and explain expectations (individual/partner; resources)
• Provide access to Unit 9 Inquiry Journal

STUDENT ACTIONS

1. Write a CER paragraph for Unit 5 Essential Question

STANDARD(S)

All unit standards