B UILDING THE S KILLS OF A RGUMENTATION AND C ONSENSUS Necessary skills for STEM, Socratic Seminars, and Life.

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Presentation transcript:

B UILDING THE S KILLS OF A RGUMENTATION AND C ONSENSUS Necessary skills for STEM, Socratic Seminars, and Life

W HAT DO YOU KNOW ABOUT ARGUMENTATION ? Take a post-it-note from the table Put your name on the back Write on the front your level of ability to engage in discourse and argumentation based on data and/or evidence Place your post-it on the bar graph Novice Gaining Skill Proficient

T HE W ORLD ’ S TEN BEST INVENTIONS

You are to place them in order based on The magnitude of impact it had on the world at the time it was invented Each group will need to use consensus You have 10 minutes

A RE YOU USING CONSENSUS ? Define it.

W HAT DO YOU THINK ABOUT WHEN I SUGGEST ARGUING AND ARGUMENTATION ? Yelling Personal idea Hurt feelings Win or lose Emotional Define Argumentation The interdisciplinary study of how conclusions can be reached through logical reasoning; that is, claims based, soundly or not, on premises. It includes the arts and sciences of civil debate, dialogue, conversation, and persuasion.

C ONSENSUS ? You have consensus if you state the following: 1. I have been heard and understood. 2. I have heard and understood. 3. I can live with it. 4. I can (and will) publicly support it. --From Capturing Kids

P ROTOCOL FOR DISCOURSE One person distributes the cards evenly to the group by dealing them out. Do not reveal your cards until your turn. Person #1 places one card in the center of the table. Makes a claim “This invention had the greatest impact on the world the year it was invented” States evidence to support the claim. Team members take turns to provide additional evidence to support the claim or refute the claim with other evidence. Person #2 shows one card Repeat the process of Claim, Evidence, Reasoning Continue for all 10 cards.

E XPLANATION F RAMEWORK Claim – a statement about the solution to problem Evidence – scientific data that supports the claim Reasoning – justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles Rebuttal – providing an alternative explanation in the reasoning section Higher level of cognitive development

T WO STAY – THE REST STRAY GALLERY WALK Select two people from your group who will stay and describe the innovation (invention) that your group felt had the most impact to the other groups who come to your table. The others in your group will go to two other tables and learn about the other ideas in the room. You may nicely ask questions and see if they can still support their choice. Return to your home table when finished.

W HY DO WE NEED TO KNOW THIS ? Important in scientific/engineering practices as well as non-scientific Provides a definition Identifies something that occurred Justifies why you think a certain way

W HAT IS THE PURPOSE OF ARGUMENTATION ? To increase purposeful classroom talk by Decreasing my talking Increasing your talking Learning what everyone knows and understands Make meaning of a specific topic by seeking consensus.

D IFFERENCE BETWEEN SCIENTIFIC EXPLANATION AND OTHER SUBJECTS Scientific: “By evaluating evidence to determine if it is reasonable based on scientific knowledge, a claim can be made” (McNeill, “Supporting Student Explanations in Science,” 2012). Evidence Claim 1Reasoning

D IFFERENCE BETWEEN SCIENTIFIC EXPLANATION AND OTHER SUBJECTS Other Subjects: Claim is made and then supporting evidence is used to support the claim Unless you have good evidence, you will not be able to support your claims and handle a rebuttal Evidence Claim 1Reasoning

S CIENTIFIC EXPLANATION FRAMEWORK Scientific: “If evidence is not present to support claim, it will not hold up to argumentation or rebuttal” (McNeill, “Supporting Student Explanations in Science,” 2012). Evidence Claim 1 Reasoning NOT Claim 2 because Evidence And Reasoning

R EFLECT ABOUT YOUR KNOWLEDGE OF A RGUMENTATION Talk with one other person about what you learned today. Be prepared to share with class Justify how you will move your post-it-note Move your post-it-note when you leave class today. Novice Gaining Skill Proficient Expert

T HANK YOU FOR THIS POWER POINT AND CARDS