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The Claims, Evidence, and Reasoning (CER) model of argumentation is used in many science classrooms. Dr. Kate McNeill shares with us today tips, strategies, and tools that enhance this science and engineering practice of Engaging in Argument with Evidence. Don’t forget to check out the shownotes below for links to all the useful resources discussed in this episode and more!
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"I feel like one of the things that I've learned from working with teachers and trying to come up with activities and questions that really help kids with [reasoning] has highlighted to me that if all of the kids agree on a claim, they're not going to put a lot of justification for a claim." [8:40-8:55] Dr. Kate McNeill
"One of the things that has evolved as we're thinking about CER is the C, the claim. There should be more than one on the table. We want to have competing claims. We want to have different possibilities that kids can be considering and weighing and collecting evidence and using that evidence to try and decide which of those claims they think is the strongest." [9:40-10:00] Dr. Kate McNeill
"One are that we [at OpenSciEd] have been working on is discussion and talk moves. So in the materials we talk about three different types of discussions: 1) Initial ideas, 2) Building understanding, and 3) Consensus discussion." [18:40-18:55] Dr. Kate McNeill
"That's what science should be, right? It shouldn't just be about memorizing disconnected ideas that are not connected to the world around us. It should be things that kids are interested in and want to know more about so that they can see themselves in science. And then maybe they'll go into science, and maybe before that they didn't think they would. And maybe they won't go into science. And that's fine, too. But they should feel like they have the abilities and skills to ask questions and to look at data and to make sense of science for their own lives." [32:00-32:30] Dr. Kate McNeill
Science practices from Science Practices Leadership -- They share some key shifts in the science practices highlighted in this continuum and strategies for each of the science practices to think about how to design or adapt lessons to include more of a focus (scroll here and there is a pdf for each practice).
Classroom Discussion to support “figuring out”: Currently, as part of Kate's work for OpenSciEd she been designing tools for the professional development to support teachers in creating an equitable classroom culture using resources such as classroom norms and talk moves linked to different discussion types.
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