Reading and Talking to
Generate New Thinking
Preparation
Teaching Point
1st Draft Read
Active Engagement
Independent Practice
Research Partner Share
Session 2
Select two readings on power that will interest your students.
Psychology Today has a range of readings on a variety of subjects. Most are a single page in length and
accessible for most Grade 11 students.
 “Power in Relationships: How You Get It; How you Keep it; How You Give It Away” by Robin Stern,
Ph.D. Published on February 13, 2010 Psychology Today
 “Three Myths About Power” By Michael W. Kraus, Ph.D. Psychology Today
 “12 Laws of True Power” By Neel Burton, M.D. Psychology Today
 “Power Posing: Using Nonverbal Cues to Gain Advantage” By Ronald E. Riggio, Ph.D.
Psychology Today
 “The Rippling Effect” By Alex Lickerman, M.D.
Psychology Today
Project for Public Spaces: A group that studies and creates public spaces that attract residents and
visitors who feel engage, comfortable and safe.
http://www.pps.org/articles/the-power-of-10/
URLs for body language
 http://www.wikihow.com/Read-Body-Language
 ww.lifescript.com/quizzes/fun/do_you_speak_body_language.aspx?gclid=CM2zuePS_a8CFQYKKgod
ARvIGw&trans=1&du=1&ef_id=Zw5PV9cAhxsAAAQl%3a20120513160800%3as
 http://changingminds.org/techniques/body/body_language.htm
Argument writers read to inform questions about their claims, expand their views, and gather hard
evidence.
Teacher Model and Think-aloud: Model the choice to read an article you are bringing to the class
(possibly along with other articles that might find interesting). Explain how a “kernel” or more of the
article gave you insights to look more closely at your research to re-see it.
Preparation Task: Read and annotate an article looking for a “kernel” that might help you return to your
research with new vision.
Turn and Talk: Compare your annotations and “kernels.” Then set a goal for reviewing your research to
see it from a new angle.
Mini-Task: Review your data first alone and then with your research partners. Independently, do one of
two things. You may find that both types of new insights occur.
1. See evidence in a new way.
2. Identify a new theory about the kind of power you observed
Intervening to Differentiate Instruction
Confer one-to-one or create a small group to facilitate re-seeing evidence and creating new theories.
Preparation to Share with Research Partners: Freewrite in your notebook ½ page or more to do one of
the following things:
1. to explain the different ways you saw evidence and how the “kernel” helped you see the evidence
in a new way
2. to explain a new theory you have about the kind of power you observed and how the “kernel”
form the reading helped you see this new theory.
Turn and Talk: Compare thinking with research partners. Collaboratively select one new insight that
seems most significant and add this new thinking to your Poster.
Whole Class Share
Share the new thinking of 1-2 groups.
Report Out: Ask several groups to share their new thinking.
Reflection Exit Slip
What did opening your thinking through reading and conversations teach you about seeing and
interpreting the world?
1