Writing and Argumentation in Secondary Science: Day 1 Welcome !
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Transcript of Writing and Argumentation in Secondary Science: Day 1 Welcome !
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AT LAST!!!February 6, 2014
WRITING AND ARGUMENTATION IN
SECONDARY SCIENCE: DAY 1
WELCOME!
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“LITERACY IS THE LITMUS PAPER OF THOUGHT…THE
VERY CENTER OF SCHOOLING.” ~TED
SIZER
In the context of teaching science, what does this
quote mean to you?
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WHAT DOES ARGUMENT MEAN IN OUR EVERYDAY LANGUAGE?
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In science, an argument is used…
“to promote as much understanding of a
situation as possible and to persuade
colleagues of the validity of a specific idea….
[it] is ideally about sharing, processing, and
learning about ideas” (NRC 2008, p 89)
ARGUMENT IN SCIENCE
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Title, Author Definition of Scientific
Argument What does argument look
like in the classroom? (General Structure)
Specific classroom example Best quote from the article Recommendation: Read this
article! It’s awesome because… (or opposite)
EXPLORING ARGUMENT IN THE CLASSROOM
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A NEW MODEL FOR THE PRACTICE OF SCIENCE
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ORCHESTRA STUDENTS ARE MUSICIANS;
STUDENTS ON THE BASKETBALL TEAM ARE
ATHLETES;
WHAT OPPORTUNITIES DO OUR SCIENCE
STUDENTS HAVE TO BE SCIENTISTS?
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Write Around
WHY IS ARGUMENT IMPORTANT IN THE
SCIENCE CLASSROOM?
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BREAK
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NEXT GENERATION SCIENCE STANDARDS
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NEXT GENERATION SCIENCE STANDARDS (NGSS)
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ARCHITECTURE OF THE NGSS: PERFORMANCE EXPECTATIONS
Performance Expectations:•These describe what a student should be able to do at the end of a unit
•They are not meant to be lesson sequences or required activities
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ARCHITECTURE OF THE NGSS
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
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ARCHITECTURE OF THE NGSS: CONNECTIONS
Connections to:
•Other content/grade-bands within the NGSS
•Common Core State Standards for ELA/Literacy and Mathematics
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NGSS RESOURCES
http://www.nextgenscience.org/next-generation-science-standards
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OUR SHIFT IN THINKING…From thinking that one
scientific method fits all To thinking about how to engage our students in the pract ices of sc ient ists
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating and communicating information
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OUR SHIFT IN THINKING…
From thinking that “hands-on” science is ESSENTIAL
To thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL
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A NEW MODEL FOR THE PRACTICE OF SCIENCE
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Next Generation Science Standards
Science & Engineering Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating and communicating information
SHIFTING OUR PRACTICE…From…
How am I going to teach this?
To…How are students going to learn about this?
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Which Science and Engineering Practices (SEP) best support writing and argumentation?
WRITING AND ARGUMENTATIONNext Generation Science
Standards Science & Engineering
Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating and communicating information
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According to the SEP, what are the hallmarks of a high quality argument at your grade level?
WRITING AND ARGUMENTATION
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Claim – Evidence – Reasoning (CER)CLAIM: What do you know?EVIDENCE: How do you know that?REASONING: Why does your evidence support your claim?
GETTING STARTED
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CLAIM – EVIDENCE – REASONING (CER)
What grade level?
Rewrite the student response so it reflects a higher grade band.
How might the task be changed to produce a higher level of student work?
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SO HOW DO WE PUT IT ALL TOGETHER SO
THAT IT’S MEANINGFUL FOR OUR STUDENTS?
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When procedures are uniform for all students, where data are similar, and where claims match expected outcomes, then the reportage of results and conclusions often seems meaningless to students and lacks opportunities for deeper student learning
about the topic or for developing scientific reasoning skills. (If everyone gets the same
answer why ask the question? How meaningful is this type of experience? Is this just another school exercise done to
them?)~Hand, Norton-Meier, Staker, and Bintz
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When procedures are uniform for all students, where data are similar, and where claims match expected outcomes, then the reportage of results and conclusions often seems meaningless to students and lacks opportunities for deeper student learning
about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the question?
How meaningful is this type of experience? Is this just another school
exercise done to them?)~Hand, Norton-Meier, Staker, and Bintz
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We need to change our thinking with
respect to experimentation!
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EXPERIMENTATION
Conventional
Separate Unit on the Scientific Method
Then spend the rest of the year learning content through text resources or telling.
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EXPERIMENTATION
Students read the text to learn vocabulary and background information about clouds.
?
Students then observe the cloud in a jar that confirms what they already “know.”
Conventional
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EXPERIMENTATION
Shifts in Practice for NGSS
Students search for answers to their questions as they read the text.
?
Students ask questions about cloud formation and do some investigating on their own.
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5E LEARNING CYCLE
5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.
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EngageExploreExplainElaborateEvaluate
5E LEARNING CYCLE
http://www.bscs.org/bscs-5e-instructional-model
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EngageExploreExplainElaborateEvaluate
HOW DOES ARGUMENT FIT INTO THE 5E LEARNING CYCLE?
http://www.bscs.org/bscs-5e-instructional-model
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Draw a diagram that shows how both people can see the light.
ENGAGE
What ideas or questions do you have about how
light travels?
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What can you find out about the way light travels?
EXPLORE
What if you have 2 light
sources?
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How is this the same? Different?What image will you see?
EXPLORE
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What can you find out now?
EXPLORE
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How is this the same? Different?What will you see on the screen?
EXPLORE
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Activity Observations
How do these
observations help
answer the focus
question?
EXPLAIN
Imagine that you have a pair of Magic Science Glasses. When you look at light with your Magic Science Glasses, you see the particles that make up light.
Put on your Magic Glasses and “look” at the light particles that we’ve been experimenting with. Use what you see about how these particles are behaving and what they look like to explain all the patterns we noticed in our experiments. Use a whiteboard to create a representation that answers the focus question:
How does light travel?
How does light travel?
Light particles……travel in straight lines…travel in all directions…are invisibly small…travel at high speed
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Activity Observations
How do these
observations help
answer the focus
question?
EXPLAIN
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DEVELOPING A SCIENTIFIC ARGUMENT
Engage
Explore
Explain
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LUNCH
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TASKS FOR ARGUMENTATION
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Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer).
You may represent your data in any way you choose.
You may choose to represent all or only some of the data, as long as you can use your representation to justify your recommendations for Jeremy’s vacation (where to go and when to go there).
JEREMY’S VACATION
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
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Task ACreate a bar graph that shows the average monthly high and low temperatures in each city. Identify where and when Jeremy should go on vacation.
Task BUsing the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer).
COMPARING 2 TASKS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
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High cognitive demand
Students engage in multiple ways that are productive
Students produce artifacts
TASKS THAT SUPPORT ARGUMENTATION
TaskScienc
e conce
pt
Student artifacts
Argumentati
on!
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Experimentation Tasks
Data Representation, Analysis, and Interpretation Tasks
Explanation Tasks
TYPES OF TASKS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
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What do you notice?
What do you wonder?
FEATURES OF LOW AND HIGH COGNITIVE DEMAND TASKS
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
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LOW OR HIGH COGNITIVE DEMAND?
From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.
How might you increase the cognitive demand of this task?
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Develop a learning cycles or task that provides opportunities for argumentation.Use the Low/High Cognitive Demand Chart to guide your work
Bring examples of student work (written work, photos of whiteboards, etc…) to our next meeting on March 13!
BEFORE WE MEET AGAIN…