1. Boston Debate League and Boston Public Schools
Evidence-Based Argumentation: Engaging Science Students in Boston Public Schools
Rachel Chess, Science Teacher, Jeremiah E. Burke High School,
Brandon Finegold, Professional Development Coordinator, Boston Debate League,
Ivyrose Hess, Science Teacher, Jeremiah E. Burke High School,
Paul Madden, Professional Development Coordinator, Boston Debate League,

2. Session Outcomes Participants will…
Have the opportunity to engage with 3 signature EBA activities that they could consider implementing in their classroom
Consider how the Principles of EBA can be implemented in a classroom
Consider the range of scientific texts that can be used via EBA
Create claims for activities that are content specific

3. Session Agenda Introduction Experiencing EBA: Claim-Evidence Game
Choosing the Best Evidence Mini Debate
Counterargument Class Challenge
EBA Overview
Skill Progression
Principles of EBA
Variations
Breakout Discussion
Claim Creation
Question/Answer
Wrap-Up

4. Activity 1: Claim-Evidence Game
In the left column, fill in the blank to create a claim.
Pass your paper to the person to your right.
The person on your left will pass you a paper. Write a piece of evidence for their claim.

5. Activity 2: Choosing the Best Evidence Mini Debate
Read the provided text, claim, and evidence
In a group of three, assign each person a piece of evidence.
Each person will have one minute to stand and make a speech describing why their evidence best proves the claim.
To prepare- in the first column, write two reasons why your evidence best proves the claim. Use these reasons to make your speech (If you need help, refer to the HINT CARDS.)
During your opponent’s speech, record their reasons in the second and third columns
As a group decide who won the debate

6. Activity 3: Counterargument Class Challenge
Read the provided text
Join a group at one of the posters containing a claim
Write a warrant from the text to support your claim.
Go to the opposing poster and read the claim and warrant. Write a counterargument for this claim and warrant.
Return to your poster and read the counterargument. Write a response to this counterargument.

7. Evidence-Based Argumentation: An Instructional Framework
Five Skills
Basic Argument
Strong Argument
Evidence from Text
Counterarguments
Complex Arguments
Fifteen Activities
Brandon
Claim-Evidence Game
Mini Debate
Counterargument Class Challenge

8. EBA Outcomes Teacher Feedback
Percentage of BPS Teachers surveyed who agreed
or strongly agreed with the following:
Overall
Math
Science
ELA History
ELL
Student Engagement
97%
96%
98%
94%
Student Understanding Class Content
99%
100%
Student Writing Skills
95%
92%
Student Oral Language Skills
School-wide Test Scores
88%
91%
86%
Student Centered Classroom
From a survey taken of 200 BPS teachers who have received at least 40 hours of instruction between 2011 and 2012

9. Implementation in the Classroom
Speaking and Listening
Writing
Reading

10. Discussion
Individually or in small groups, discuss two topics for which you could use EBA in your classroom. Generate a claim for each of these topics.
(See the “Creating a claim” file in your folder for more information)
In what ways would you envision EBA working in your classroom and/or school? How would you adapt or modify it?
Questions and Answers

11. Wrap-Up: Objectives Participants will…
Have the opportunity to engage with 3 signature EBA activities that they could consider implementing in their classroom
Consider how the Principles of EBA can be implemented in a classroom
Consider the range of scientific texts that can be used via EBA
Create claims for activities that are content specific

12. Wrap-Up: Contact Information
Boston Debate League Website
Documents used today
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