Argument-Driven Inquiry is designed to make reading, writing, and speaking a central component of doing science. It therefore enables science teachers to focus on the Common Core English- Language Arts Standards without sacrificing content Argument-Driven Inquiry and Science Proficiency

Grades 9-10 English- Language Arts Common Core Standards aligned with the stages of ADI Argument-Driven Inquiry and Science Proficiency

Argument-Driven Inquiry makes school science laboratories educative. Argument-Driven Inquiry and Science Proficiency

Wiggins, G. (1998). Educative Assessment: Designing assessments to inform and improve student performance. Josey-Bass. We have embedded assessment throughout the ADI instructional model in order to inform and improve student performance not just audit it (Wiggins, 1998). Argument-Driven Inquiry and Science Proficiency

Student thinking is made visible Argument-Driven Inquiry and Science Proficiency

The criteria used to determine what counts as high and low quality is made explicit for the students Argument-Driven Inquiry and Science Proficiency

Students revise errors based on feedback Argument-Driven Inquiry and Science Proficiency

Any questions about the stages of ADI? Argument-Driven Inquiry and Science Proficiency

How well does it work? Argument-Driven Inquiry and Science Proficiency

The goal of our research on ADI so far has been to document what students learn over a course of year when teachers design their lab activities using the instructional model (and then use this information to make ADI more effective). We are NOT trying to determine if one method of instruction is better than another one. Argument-Driven Inquiry and Science Proficiency

As the teachers teach during the year, we collect*: Pre and Post year assessments of science proficiency Video-recordings of what the teachers do during each lab activity Video-recordings of some groups of students as they work during some of the labs Copies of the students investigation reports * This information is only collected from the students that are participating in the study (i.e., their parents have given consent and the student has given his/her assent) Argument-Driven Inquiry and Science Proficiency

Note: All the assessments are scored by a trained group of teachers who are blind to time of administration Argument-Driven Inquiry and Science Proficiency

An example of some of the items from the SUSSI Argument Driven Inquiry in Chemistry and Physics Classrooms Argument-Driven Inquiry and Science Proficiency

In order to examine the impact of ADI on the development of science proficiency, we look at the amount of gain students make on the assessments 1.Determine if the there is a statistical significant difference in the students’ scores at the beginning of the year and the end of the year 2.If there is a statistical difference, we calculate effect sizes to describe the magnitude of the difference (allows us to compare gains made on different assessments) Argument-Driven Inquiry and Science Proficiency

What have we learned so far? Argument-Driven Inquiry and Science Proficiency

Effect Sizes for Biology at the Lab School Argument-Driven Inquiry and Science Proficiency

Effect Sizes for Chemistry at the Lab School Argument Driven Inquiry in Chemistry and Physics Classrooms Argument-Driven Inquiry and Science Proficiency

How does this compare to what students normally learn during a school year? Argument-Driven Inquiry and Science Proficiency

We administered the same set of assessments in a high school and a middle school in the same area during the school year Argument-Driven Inquiry and Science Proficiency

Biology at Comparison HS ( ) Biology at Lab School ( ) Argument-Driven Inquiry and Science Proficiency

Chemistry at Comparison HS ( ) Chemistry at Lab School ( ) Argument-Driven Inquiry and Science Proficiency

What about the state tests? Argument-Driven Inquiry and Science Proficiency

2012 Biology EOC Exam Results by High School Lab School Argument-Driven Inquiry and Science Proficiency

2012 FCAT 2 Writing Scores by High School Lab School Argument Driven Inquiry in Chemistry and Physics Classrooms Argument-Driven Inquiry and Science Proficiency

What about the low achieving students? Argument-Driven Inquiry and Science Proficiency

Any questions about the research? Argument-Driven Inquiry and Science Proficiency

Is Argument-Driven Inquiry worth the time? Argument-Driven Inquiry and Science Proficiency

M1. Make sense of problems and persevere in solving them M7. Look for and make use of structure M8. Look for and express regularity in repeated reasoning M2. Reason abstractly and quantitatively M4. Model with mathematics M5. Use appropriate tools M6. Attend to precision S2. Develop and use models S5. Use mathematics and computational thinking Convergence of ELA, Mathematics and Science Practices in the New Standards S1. Ask question and define problems S3. Plan and carry out investigations S4. Analyze and interpret data S5. Construct explanations and design solutions E2. Build knowledge through content-rich texts E5. Read, write, and speak grounded in evidence M3 and E4. Construct viable arguments and critique the reasoning of others S7. Engage in argument from evidence E6. Use technology and digital media strategically S8. Obtain, evaluate and communicate information E3. Obtain, synthesize and report findings clearly in response to task E1. Demonstrate independence in reading complex texts and in writing and speaking about them E7. Come to understand other perspectives and cultures through reading, listening and collaborations English-Language Arts MathematicsScience Practices that can be addressed through Argument-Driven Inquiry

Argument-Driven Inquiry is an efficient use of instructional time because it allows teachers to focus on multiple standards at the same time rather than devote class time to each standard independent of the others. Argument-Driven Inquiry and Science Proficiency

An example for Florida to illustrate how ADI can actually save instructional time Argument-Driven Inquiry and Science Proficiency

Biology 1 (# ) GENERAL NOTES Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007). Argument-Driven Inquiry and Science Proficiency

The FDOE has has assigned 83 standards to this course. Teachers are expected to make sure that all of their students have developed the knowledge and skills outlined in these standards. Argument-Driven Inquiry and Science Proficiency

83 standards 180 school days = 2.17 days/standard Argument-Driven Inquiry and Science Proficiency

Six of the standards assigned to the biology course are related to scientific inquiry (7% of the total) Argument-Driven Inquiry and Science Proficiency

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1.Pose questions about the natural world 2.Conduct systematic observations, 3.Examine books and other sources of information to see what is already known, 4.Review what is known in light of empirical evidence, 5.Plan investigations, 6.Use tools to gather, analyze, and interpret data 7.Pose answers, explanations, or descriptions of events, 8.Generate explanations that explicate or describe natural phenomena (inferences), 9.Use appropriate evidence and reasoning to justify these explanations to others, 10.Communicate results of scientific investigations, and 11.Evaluate the merits of the explanations produced by other Argument-Driven Inquiry and Science Proficiency

Twenty-Six of the standards are related to reading, writing, and speaking in science (31% of the total) Argument-Driven Inquiry and Science Proficiency

LACC.910.WHST.1.1 Write arguments focused on discipline-specific content. 1.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. 2.Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. Argument-Driven Inquiry and Science Proficiency

ADI allows teachers to hit all 32 of inquiry and reading, writing, and speaking standards (38% of the total) over and over again without sacrificing content Argument-Driven Inquiry and Science Proficiency

If we assume that a teacher does 6 ADI labs a year and it takes 5 instructional days/lab, then a teacher will only devote 30 instructional days to ADI over the course of a academic year. This means the teacher can address 32 standards 6 different times in 30 instructional days. This is a far more efficient use of time than addressing 32 standards 1 time in 64 instructional days* *Assumes that a teacher devotes 2 instructional day to each standard Argument-Driven Inquiry and Science Proficiency

ADI saves time, allows students to practice complex skills more, and enables teachers to teach for conceptual understanding. Argument-Driven Inquiry and Science Proficiency

How can teachers learn more about ADI? Argument-Driven Inquiry and Science Proficiency

We have a book called Argument- Driven Inquiry in Biology (available from NSTA press in March) It includes 28 ADI laboratory activities for biology We will also have books for Chemistry, Physics, Earth-Space Science, Middle School Life Science, and Middle School Physical Science Argument-Driven Inquiry and Science Proficiency

We can also come to your school or district and put on a workshop ADI Workshops m Argument-Driven Inquiry and Science Proficiency

Questions? Victor Sampson Argument-Driven Inquiry and Science Proficiency