Writing and Argumentation in Elementary Science: Day 1
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Transcript of Writing and Argumentation in Elementary Science: Day 1
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November 6, 2013
WRITING AND ARGUMENTATION IN
ELEMENTARY SCIENCE: DAY 1
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WELCOME!
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HOPES AND FEARS?
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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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A NEW MODEL FOR THE PRACTICE OF SCIENCE
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“Traditional science laboratory activities are structured around the laboratory report format. Students are expected to engage in a format that outlines the
hypothesis, procedures, observations, results, and discussion. Unfortunately, scientists use this format
not in the laboratory but primarily to report their work in journals for publication. In the lab, they pose
questions, make claims, gather evidence, debate with each other, compare their answers with others in the
field, and attempt to look for patterns across their results. Scientists are engaged in argumentation – at
the very core of science activity is scientific argument. Having completed this process of argument, scientists
then prepare their written reports for publication.” ~Hand, Norton-Meier, Staker, and Bintz
WHY IS ARGUMENT IMPORTANT?
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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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How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
DEVELOPING A SCIENTIFIC ARGUMENT
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.
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We need to make sure that student writing and discourse involve all of these components – not just descriptions of an activity.
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TIME TO EMBRACE YOUR INNER
CHILD….
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How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
AS WE CONSIDER THE CCSS IN ELA…
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.
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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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How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
AS WE CONSIDER THE NGSS SCIENCE AND ENGINEERING
PRACTICES…
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.
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What’s common?
ALL the standards —Math CCSS, ELA CCSS
and NGSS —require that teachers
focus more attention on disciplinary practices.
Math CCSS
ELA CCSS
NGSS
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AN EXAMINATION OF PRACTICES
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AN EXAMINATION OF PRACTICES
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INSTEAD OF PRACTICES, THE ELA CCSS IDENTIFY THE CAPACITIES OF A
LITERATE INDIVIDUAL
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http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf
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http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf
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Scientific Argument
Student Discourse
Writing
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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
As you consider this quote, what are the implications for our classrooms?
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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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Scientific Argument
Student Discourse
Writing
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How might we put it all together?
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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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5E LEARNING CYCLE
EngageExploreExplainElaborateEvaluatehttp://www.bscs.org/bscs-5e-instructional-model
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Scientific Argument
Student Discourse
Writing
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STUDENT DISCOURSE
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WHY IS TALK IMPORTANT IN THE SCIENCE CLASSROOM?
Talk Science Primer, Pages 4 – 6
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How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
AS WE CONSIDER THE IMPORTANCE OF TALK IN THE SCIENCE
CLASSROOM…
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.
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GOALS FOR PRODUCTIVE DISCUSSION
Talk Science Primer, Page 9
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EngageExploreExplainElaborateEvaluate
HOW DOES STUDENT TALK FIT INTO THE 5E LEARNING CYCLE?
http://www.bscs.org/bscs-5e-instructional-model
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PLANNING FOR STUDENT DISCOURSE
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BEFORE WE MEET AGAIN…