Argumentative Writing in Learner Groups with Gardner's Multiple Intelligence

Focus Standard: W.9-10.1
Writing arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

WHOLE GROUP: Prior to beginning a unit in which students will be required to write an argumentative essay, I like to see what the students think first. By using an anticipatory set of questions, I have the students initially answer on their own, allowing them to focus on their intrapersonal strengths. They must also provide a short 2-3 sentence rationale for their position on the topic, which allows linguistic learners to express themselves. In order to support the kinesthetic learners, I project the questions on the board and have students move across the room based on their "agree/disagree" answers, and allow volunteers to read their rationales. Sometimes, students like to change sides once they hear other positions of the argument. Therefore, this activity supports an array of Gardner's multiple intelligence; intrapersonal, linguistic, kinesthetic, visual, verbal, and interpersonal.

This activity allows students to create a foundation for their essay and use the text sets to support their position. According to Differentiating Instruction in the Regular Classroom by Diane Heacox, it states, "not every concept must be taught in 8 ways, nor do all learning tasks and assessments need to match each student's thinking strengths," however, by using differentiated instruction and choices, "the greater the likelihood of reaching more students." (70).

SMALL GROUP/PEER PARTNERS: For the next part of the lesson, students pair up with 3 other classmates that share the same view points and take notes to help them create reasons for their essay. From here, students will begin to read and annotate texts that support their side of the argument using graphic organizers in which I have provided for them. On occasion, I have students create mini-posters by drawing pictures, adding quotes, writing summaries, posting song lyrics, etc; to touch on their personal Gardner's Intelligence strengths and/or weaknesses. Students will begin to write 1 body paragraph in which they use their group for help. While I visit each group and read their paragraphs, I offer advice on how to make it stronger and more effective while taking notes on individual students writing strengths and weaknesses.

Transitioning into partner work, students will meet with 1 classmate that shares the opposing view to help create counterarguments for their essays. Using one example from their partner they will create a checklist with reasons their side is more effective. Together, they will read and annotate a neutral text that I provide, and focus on the opposite side of their argument. In this group, they will write their counterargument paragraph, in which I visit each partner pair and have them read it aloud. I provide my feedback and take notes on their new paragraphs.

INDIVIDUAL/SMALL GROUP: At this point, students should have 1 body paragraph and 1 counterargument with feedback I have provided them. During this time, students will need to edit these two paragraphs and apply specific annotations. (Highlight the following: topic sentence, commentary context, lead in, quote, citations, explanation/analysis, transition sentences, etc.) This allows students to visually see what part of the paragraph they are missing. Once they have completed editing their paragraphs, they are to return to their homogeneous support groups. If I need to intervene due to struggling writers, I give them a specific color at the top of their papers and they meet ONLY with the same colors. This way I can easily identify where they need more structure and support.

Although I specifically didn't "create" groups for the beginning of the assignment, I allowed them to form naturally. Earlier this evening my professor asked if I ever let students create their own groups. I replied no, but as I began to think about this past unit, I really do let students 'travel' and learn from each other during these types of activities. Reflecting on this idea of organic learning has made me realize that students can be trusted to create their own groups to increase performance.

Grouping Strategies to Provide Differentiation

The days of sitting in single file rows is out and the wide world of group differentiating is in. For my classroom, I provide 3 different types of grouping; Home base, Support groups, Peer stations. 

"Home base" is the original seating arrangement in which I place the kids. During whole class learning, my students sit in a horse shoe configuration in multiple rows of 3-4. I try to place EL students, students with IEPs and 504s, or students with other behavior/learning needs, near those that they can turn to quietly and ask for personal help if needed. I enjoy this set up because proximity monitoring is easy for me to walk around and reach struggling students. Whole class learning "Home Bases" change every grading period (approximately 6 weeks), and upon entering the room, students always start class in their "Home Bases". 

"Support Groups" are specific groups that are based on student needs for support. This is the mixed grouping strategy of high-level learners, medium-high, medium-low, and lower-level learners, as some of you might remember from Kagan training. These support groups are formed after the whole class learning portion of the educational chunking. I enjoy pairing students with different levels of learning needs, because then they are able to 'report' back to their home base for reflection of the daily lesson. These are usually the particular groups I use for "Round 1" of station work. This grouping stadegy also allows for me to assign roles or jobs to each student within the group, without any particular one feeling left out. It is important to have roles during small group learning to promote accountability and collaboration skills. Support groups also change as the learning/behavior needs of students change. 

"Peer Stations" is the grouping in which I pair students based on their abilities following an assessment. From previous station work, students have been paired based on the following: integration and citation of quotations, commentary and analysis development, grammar and sentence structure, sentence frames for various paragraphs, and those that did not complete the assignment at all. This allows me (and my student teachers assistant) to work with specific groups of students that need extra one on one time. My Academic Tutor usually works with the Higher-level learner students working on proof reading and editing or with the larger groups of students that scored proficient/advanced. I work with the students that scored below average and those with behavioral issues that require more attention from me.