Language Arts Standard Three

All teachers should give constructive instruction and feedback to students in both written and oral contexts
while being aware of diverse learner needs. Teachers should effectively provide a variety of instructional
strategies, constructive feedback, criticism, and improvement strategies.

Description:

This artifact is an Issues Analysis worksheet which is to be used when discussing issues in social studies.
These issues usually revolve around concepts or policy issues that cause problems that are in need of
solutions. During this activity, the teacher or students choose an issue or concert (or select an issue from
a reading selection), define it, discuss the pros and cons surrounding the issue, form an opinion, and
create a solution. During this process students are voicing their ideas rather than those of the teacher.
The process for using this worksheet is clearly defined in the attached PowerPoint slides.

Meeting the standard:

This artifact meets the standard because this particular assignment provides the student with constant
feedback along with a particular learning strategy particularly key for language arts and social studies.
The Issue Analysis activity centers on the idea of formulating a main idea, defining this idea, seeing both
good and bad things about the issue, and coming to a conclusion – the same essential principles of
argumentative writing. This particular version of this exercise requires much student input and
discussion. Therefore, there is a constant flow of verbal communication between students and the
teacher.

While engaged in conversation with students during this activity, I noticed my responses revolving around
three typical responses: Accepting student answers as correct, asking questions to clarify students’
responses, or explaining why the student’s approach was wrong and how to improve on this with his or
her next response. I feel that this activity gives a teacher the ability to improve students’ critical thinking,
argumentative skills, and writing through an almost free flowing process of conversation.

Discussing issues allows students to form an opinion on particular subjects, but having them express these
ideas in writing is a key component of the activity. Through a student’s response on paper, I am also able
to give constructive feedback in the form of asking simple clarifying questions such as “Why?” or asking
them to explain their idea further. It is on the written portion, that I can also push students to think in
different ways and perhaps give them a better strategy for approaching an issue or set of material.

How this demonstrates my development as a teacher:

By using an Issue Analysis activity, I am allowing students to form their own ideas and opinions based on
evidence or reading passages. This also means that students’ ideas and thought processes are exposed
for my analysis. An activity like this challenges me to open my mind to new ways of thinking about topics,
while also assessing deficits in student works. When I recognize the deficits it is my job to react and
provide students with new ways to approach material or new ways to think about different topics. An
activity such as this pushes me to search for new ways to instruct and improve on what I already know.
 Issue Analysis Worksheet
Name: _____________________________________ Hour: _____ Score: ______

ISSUE: ______________________________________

What is the definition of the issue?

What are the good features of the issue?:

What are the bad features of the issue?:

Are you for, against, or in the middle on the issue? Why?

What is your proposed solution for this issue? Why do you think it would be an improvement?

How does this issue deal with our topic in History?