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Activity 1: Work Shopping Assertions
• Ready ourassignedpartner’sassertion.
• Workshoponeassertionatatime.Beginwiththe
clarifying questions below and then turn to helping
rework the assertion, rewriting as needed:
– What about the assertion is compelling?
– What needs clarification?
– Do you understand how the assertion responds to the research question and contributes to the literature?
– What evidence would convince you that this assertion is warranted?
• Repeatforthesecondassertion.
• Take5minutesattheendtoreflectonthecore challenge(s) in developing assertions.

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What about the assertion is clear/powerful?
What needs more clarification?
How does the assertion connect to the research question?
What sort of evidence would this assertion require to convince you?
Begin with these clarifying questions and then proceed to questions intended to help rework the assertion, rewriting the assertion as you work.
Repeat for second assertion.

Take 5 minutes at the end to reflect on the core challenge(s) in developing assertions.

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Share your draft assertion under your pair's column before the class.

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Share your draft assertion under your pair's column before the class.

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Be prepared to workshop your assertion in the class.

Feel free to give each other feedback & ask clarifying questions.

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Some candidates root their understanding of equity in a framework of individual actions and not collective or systemic actions and outcomes.

Even as ALL candidates purport that they are pro-equity, the majority of candidates mischaracterize the essence and critical tenets of racial equity.

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Stephanie's Assertion Draft: Although ensemble identity was shaped by both the individual singer’s self-concept and social-musical interactions between ensemble members, singers identified the conductor’s strategies toward empowerment the most salient factor in the development of a strong women’s ensemble identity.

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Seth's assertion draft: Low-latency technology, despite requiring an initial investment of time and resources, is a viable and evolving option for mediation of the musical experience.

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Gender-diverse individuals are – unsurprisingly – diverse. Their collective experiences may therefore
defy generalization.

As grantmakers at education foundations make sense of their (and/or their foundation’s) role in the midst of acute (but long-term?) sociopolitical crises the processing they engage in highlights incongruities between traditionally/historically/previously professed commitments and actual practices.

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Although leaders at low-performing school identify multiple deficiencies that seem to be common in socioeconomically deprived environments, there is variability related to the depth of their self-assessment, specific issues identified, emphasis on what is most urgent to solve, and they type of support they would need to solve their deficiencies.

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Assertion: When looking at a graph with the aim of sense-making, participants start with using the title of the chart to understand what they are looking for and then look at the visual features of the chart to make sense of it, using contextual knowledge from the chart title or personal knowledge.

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Participants become more physically close with the river over the course of activity (3 days). Specifically, participants become more comfortable navigating the river by walking along rocks and wading in the water. This is evidenced by shifts in embodied movement and spatial configurations as well as changes in discourse.

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Milton:  By leveraging a set of cultural symbols, pioneering organizations in the industry successfully created an image of innocent, non-consequentialist actor who took business actions not for hopes of great business achievements but for the fulfillment of one’s identity or callings from a greater mission that transcends current calculations.

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In co-designing science curricula, tensions emerge at the intersection of these core dimensions of curriculum development: coherence, student engagement, student learning progression, connections to broader sciences, alignment with standards, and scientific accuracy.

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David's assertion: Although Andres demonstrated the necessary knowledge and skills during the audition and application process to gain admission into the school of music as a music education major, his time as a first-year student was characterized by feeling “behind” other students in courses and “looked down upon” by professors, which contributed to an overall sense of “discouragement” when he decided to leave college at the end of his first year.

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Kyle’s ideological development was dependent primarily on his ability to rely on himself to accomplish his goals. In this, he viewed himself as an agentic actor carving his own path through his incarceration to succeed on his own terms. The context of the prison did enact constraints, but Kyle developed his identity despite these constraints.