Students read two texts that explore the relationships and tensions among practice, learning, expertise, and efficiency. They also extend their understanding of how to navigate long and complex texts and practice working from moments within and across texts to develop interpretations, draw conclusions, and make generalizations. Two informational texts 2-3 weeks instruction Argument writing What is this unit about? In this unit, students read two texts: “The Learning Curve” by Atul Gawande and “The Great Forgetting” by Nicholas Carr. Both Gawande and Carr explore the relationships and tensions among practice, learning, expertise, and efficiency. They do this by drawing conclusions from multiple narrative cases and research from high-stakes professions in which knowledge, practice, and efficiency exist within practical and ethical tensions. In “The Learning Curve,” Gawande, a surgeon, anchors his ideas in narrative cases, research, and examples from medicine. He discusses how surgeons develop and maintain expertise by honing their craft on patients, many of whom are unaware of this practice. In “The Great Forgetting,” Carr discusses the dangers of making complex skills automatic. Carr anchors his ideas in narrative cases, research, and examples from various fields including aviation, medicine, and business. Together, these two articles lead students to think about what it means to develop and maintain expertise. What content and concepts will students learn? Students will learn about: high-stakes professions in which practice, learning, expertise, and efficiency exist within practical and philosophical tensions. the role of practice in developing and maintaining expertise. the dangers of automation, or more specifically, taking complex mental processes away from humans and putting them into the hands of machines. how multiple narratives can serve as cases from which interpretations can be made and conclusions drawn. features of effective explanations. What practices will students use? Students are supported to develop practices and habits such as how to: work from moments within one text and across two texts to develop text-based interpretations, draw conclusions, and make generalizations. comprehend, analyze, and interpret long and complex informational texts with assistance and independently. read, reread, annotate, and take notes on sections of texts and texts in their entirety as a means to enhance comprehension. participate in routines such as maintaining a Reader/Writer Notebook, completing quick writes, sharing in pairs/trios, and participating in whole group discussions. How long will it take to engage students in the unit? This unit spans approximately 15-17 instructional days, assuming a 45-60 minute class session. The tasks in the unit are designed to be implemented sequentially in order to support students to achieve the instructional goals. As such, the pacing of the lessons will depend on the time students need to achieve these goals.
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