Writing and Argumentation in Elementary Science: Day 1 November 6, 2013 Writing and Argumentation in Elementary Science: Day 1

Welcome!

Hopes and Fears?

What does argument mean in our everyday language?

Argument in Science 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)

A new model for the practice of science

Why is argument important? “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

Orchestra students are musicians; students on the basketball team are athletes; what opportunities do our science students have to be scientists? In other words, if orchestra students are musicians, and students on the basketball team are athletes, are our science students scientists? Pause the video as you consider this question with your group.

Developing a Scientific Argument 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? Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

We need to make sure that student writing and discourse involve all of these components – not just descriptions of an activity.

Time to embrace your inner child….

As we consider the CCSS in ELA… 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? Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

Next Generation Science Standards

Next Generation Science Standards (NGSS)

Architecture of the NGSS: 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

Architecture of the NGSS Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

Architecture of the NGSS: Connections Connections to: Other content/grade-bands within the NGSS Common Core State Standards for ELA/Literacy and Mathematics

NGSS Resources http://www.nextgenscience.org/next-generation-science-standards

From thinking that one scientific method fits all Our shift in thinking… From thinking that one scientific method fits all To thinking about how to engage our students in the practices of scientists Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating and communicating information

From thinking that “hands-on” science is ESSENTIAL 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

A new model for the practice of science

Shifting our practice… From… How am I going to teach this? To… How are students going to learn about this? Next Generation Science Standards Science & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating and communicating information

As we consider the NGSS Science and Engineering Practices… 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? Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

What’s common? Math CCSS NGSS ELA CCSS ALL the standards — Math CCSS, ELA CCSS and NGSS — require that teachers focus more attention on disciplinary practices. ELA CCSS

An Examination of Practices

An Examination of Practices

Instead of practices, the ELA CCSS identify the capacities of a literate individual

http://learningcenter. nsta http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf

http://learningcenter. nsta http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf

Scientific Argument Student Discourse Writing

~Hand, Norton-Meier, Staker, and Bintz 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?

We need to change our thinking with respect to experimentation!

Experimentation Conventional Then spend the rest of the year learning content through text resources or telling. Separate Unit on the Scientific Method

? Experimentation Conventional Students then observe the cloud in a jar that confirms what they already “know.” Students read the text to learn vocabulary and background information about clouds.

Shifts in Practice for NGSS Experimentation Shifts in Practice for NGSS ? Students ask questions about cloud formation and do some investigating on their own. Students search for answers to their questions as they read the text.

Scientific Argument Student Discourse Writing

How might we put it all together?

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.

Engage Explore Explain Elaborate Evaluate 5E Learning Cycle http://www.bscs.org/bscs-5e-instructional-model

Scientific Argument Student Discourse Writing

Student Discourse

Why is talk important in the science classroom? Talk Science Primer, Pages 4 – 6

AS we consider the importance of talk in the science classroom… 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? Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

Goals for Productive Discussion Talk Science Primer, Page 9

How does student talk fit into the 5E learning cycle? Engage Explore Explain Elaborate Evaluate http://www.bscs.org/bscs-5e-instructional-model

Planning for student Discourse

Before we meet again…