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Claims, Evidence, Reasoning

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Presentation on theme: "Claims, Evidence, Reasoning"— Presentation transcript:

1 Claims, Evidence, Reasoning
Summarize the webinar that was assigned as pre-work. Connect the main ideas to the How was your weekend warm-up. The Framework National Science Education Standards (NRC 1996) and reform documents (Michaels, Shouse, and Schweingruber 2008) include a focus on having students use evidence, construct explanations, and engage in argumentation. These meaning-making experiences, whether during classroom discussion or while writing, are essential for effective science instruction. To support students in communicating their explanations and engaging in argumentation, we developed a framework that simplifies these complex practices for students (McNeill and Krajcik 2011). Summarize: What this is Where it is used Why it is important Elaborate the Cl-Ev-R model and connect the webinar pre-assigned to the activity at hand

2 The Cl-Ev-R Poster Take a moment to examine the handout:
Cl-Ev-R Explanation (side 1) Analysis Template (side 2) Review Cl-Ev-R sheets TIMING – 00:15- 00:20 (Slides 7-11)

3 The Cl-Ev-R Analysis Template
The Analysis Template can be used in self-assessment, peer-assessment, and teacher provided feedback.

4 Claim Review Cl-Ev-R sheets

5 Evidence Review Cl-Ev-R sheets

6 Reasoning Review Cl-Ev-R sheets

7 Cl-Ev-R & Formative Probes
HOW to use a formative assessment probe for Cl-Ev-R Formative assessment probes offer opportunities to introduce and expand student understanding of the claims evidence and reasoning model. 1. Read the probe. Determine the question that the probe describes. Make a prediction. (My Beginning Thoughts) WHY use a formative assessment probe for Cl-Ev-R Formative assessment probes provide opportunities to teach/develop the claims evidence reasoning model. High levels of engagement. Strong alignment to objectives and learning outcomes is possible. Most major ideas can be addressed in this format. Scaffolding is easily developed to introduce and cultivate simple cognitive/linguistic structures that can be generalized. Formative assessment and discourse in Science are highly specialized discipline-based practices. (CCSS & Disciplinary Literacy) Provides a model for the pursuit of structured/guided inquiry. TIMING – 00:20- 00:40 (Slides 12-14)

8 Cl-Ev-R Formative Probe
Complete Sections 1 & 2 of the SWH template: My Question: My Beginning Understanding: Review the probe with participants. Explain/highlight how this probe can be used to launch a CL-Ev-R activity. Explain/highlight how the probe and the Cl-Ev-R templates can be used to transform the formative probe experience into a guided inquiry activity.

9 Making a Probe CONCRETE
Activity: Use the materials at your table to conduct an experiment. Record your procedure and test results. Description of the Activity: Plastic container with 4 wooden blocks ( 1 solid, 3 with varied numbers of holes), and water.

10 Making a Probe CONCRETE
Activity (cont’d): Reference Handout #1 to Write a claim regarding the effect of holes on floating. Provide an explanation to support your claim with evidence and reasoning.

11 Sharing and Comparing Results
2 Stay and the Rest Stray Activity: Two members of your team stay at your table to review “external sources”. The rest of the team moves to collaborate with other class members “internal sources”. Record your findings in Section 7 of the SWH template. Return to your table and share your findings with your group and recording their findings. Description of Activity- Stay and the Stray QCE book Pg states “’Internal’ and ‘external’ experts are two sources of information for students. Internal experts refer to source information that can be gathered from the classroom, such as other students or student groups. We think of internal experts as those people within our class who can help us understand something in a deeper way. External experts include any source of information that does not come from a member of our class. External experts could include speakers, Internet resources, trade books, textbooks, videos, newspapers, or magazines, We have separated the two sources of information purposely to signify the importance of learning from one another.” Research scientific concept or principle involved TIMING – 00:40- 00:50 (Slides 15-16)


13 What is SWH Science Writing Heuristic Guided inquiry
Writing to learn strategy Used to promote collaboration, learning, critical thinking skills, communication, & problem solving Explain SWH-the “what” of SWH Connect Cl-Ev-R to SWH TIMING – 00:50- 00:80 (Slides 17-25)

14 Why SWH? NRC says: Students need to investigate
Students need to gain evidence for their claims Students need to compare their findings to those of peers, others Students need to communicate and defend their findings

15 What students DO when using SWH …
Design and carry out labs based on their questions Make claims based on evidence Share what they learned with peers Compare their findings to those of the scientific community Reflect on their experiences Apply new ways of understanding

16 Cl-Ev-R & Science Essential Standards
How can Cl-Ev-R be used to teach the North Carolina Science Essential Standards? Think of standards you teach that would be a good “fit” for using the Cl-Ev-R Model. Discuss at your table. The K-12 probe alignment resource on the Wiki indicates that the “Solids and Holes” probe can be used with 6th and 8th grade (6.P.2 and 8.P.1).

17 NC Professional Teaching Standards (NCPTS)
How does the Cl-Ev-R model help educators address the NCPTS? Distribute Handout#3 Teacher Notes for the probe. Standard III Teachers align their instruction with the NCSCOS. Develop and apply strategies to make the curriculum rigorous and relevant. Develop literacy skills appropriate to specialty area. Teachers know the content appropriate to their teaching specialty. Direct students’ curiosity into an interest in learning. Teachers recognize the interconnectedness of content areas/disciplines. Relate content to other disciplines. (CC Literacy, CC Math, NGSS- Refer to Venn Diagram) Promote global awareness and its relevance Teachers make instruction relevant to students. Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Standard IV Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Know how students think and learn. Understand the influences on student learning and differentiate instruction. Keep abreast of evolving research Teachers plan instruction appropriate for their students. Engage students in the learning process Monitor and modify plans to enhance student learning Teachers use a variety of instructional methods. Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction Teachers integrate and utilize technology in their instruction. Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate Teachers help students develop critical thinking and problem-solving skills. Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems Teachers communicate effectively. Assist students in articulating thoughts and ideas clearly and effectively. Teachers use a variety of methods to assess what each student has learned. Use multiple indicators, both formative and summative, to evaluate student progress Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions

18 How does the Cl-Ev-R model help educators use Home Base more effectively?
Home Base is a statewide, instructional improvement (IIS) and student information system (SIS) for teachers, students, parents and administrators. Teachers will be able to use Home Base to access student data and teaching and learning resources. Students will be able to access their schoolwork, grades, and learning activities. Parents will be able to view their child's attendance and progress, and administrators can monitor data on students, teachers and schools. Not only does Home Base put data and resources at the users' fingertips, it does so with single sign-on access to the integrated system made up of the following components: Learner Profile and Student Information; Standards & Curriculum; Instructional Design, Practice & Resources; Assessment; Data Analysis and Reporting; and Professional Development & Educator Evaluation. Home Base is North Carolina's statewide instructional improvement system (IIS) and student information system (SIS) for teachers, students, parents and administrators. To ensure Home Base meets the needs of the public schools, the North Carolina Department of Public Instruction has engaged educators, technology specialists, members of education associations, and other stakeholders. The Instructional Improvement System (IIS) is one of the Career and College: Ready, Set, Go! projects being developed through North Carolina's Race to the Top grant award. The instructional improvement system along with the student information system (PowerSchool) will become available to the field in a single product called Home Base. Home Base will provide portals for students, teachers, parents, and school and district administrators to access data and resources to inform decision-making related to instruction, assessment, and career and college goals. NCDPI has explored ways to gather, vet, and align content for placement in Home Base, including new content developed around and existing content aligned to the Common Core and the NC Essential Standards. To that end, NCDPI has contracted with the Center for Urban Affairs and Community Services (CUACS) at North Carolina State University. The CUACS team works with NCDPI staff to find and align quality resources for Home Base. As of November 2012, over 2000 items have been reviewed and tagged by the CUACS team. In addition, the State Superintendent Dr. June Atkinson invited school districts to join a Resource Consortium which aims to help districts collaborate to share and develop content. The Resource Consortium is an advisory group and a forum created to: Encourage collaboration and promote the sharing, in accordance with licensing agreements, of instructional and learning, assessment, professional development and talent management/educator evaluation content resources among all NC public school educators. As of January 2013, the Resource Consortium is made up of 53 members representing over 35 LEAs and a charter school that come together at least once a month to share resources and to discuss best practices for vetting, aligning and including resources in Home Base. The Resource Consortium focuses on four areas of content and resources: Instruction/Learning, Assessments, Professional Development, and Talent Management/Educator Evaluation. Students will use the IIS to: Engage in interactive, rich educational resources that are tightly aligned to the Common Core State Standards and the NC Essential Standards Take assessments with near-instant performance feedback Store exemplars of personal academic and/or artistic work Collaborate with other students on various projects Teachers will use the IIS to: Supplement their teaching with individualized educational materials See a diagnostic breakdown of each child's performance including knowledge and skill areas that require extra attention Engage in professional development modules according to personal interests, district goals, and state standards Parents will use the IIS to: Track their child's performance according to instructional goals set by the teacher, district, and state Utilize at-home enrichment activities according to the student's performance and aptitude Communicate questions and feedback to teachers and/or administrators Administrators will use the systems to: View aggregate and individual student performance reports View aggregate and individual teacher effectiveness reports Make placement decisions based upon the historical interaction of student performance and teacher effectiveness The Home Base project is managed by the Learning Systems division, under the leadership of Dr. Sarah McManus. The student information systems component of the project is managed by the Financial and Business Services division. The Learning Systems Division is responsible for creating and managing statewide systems that assist with teaching and learning. The two major projects of Learning Systems are NC Formative Assessment Learning Community's Online Network (FALCON) and the Instructional Improvement System (IIS) components of Home Base. Those components include the Learner Profile; Standards & Curriculum; Instructional Design, Practice & Resources; Assessment; Data Analysis and Reporting; and Professional Development & Educator Evaluation components. Learning Systems staff are also responsible for gathering, vetting, and aligning content for placement in Home Base, including new content developed around and existing content aligned to the Common Core and the NC Essential Standards.

19 PLCs How does the Cl-Ev-R model help educators answer the 4 critical questions? The Cl-Ev-R Model provides specific learning targets for the students. It provides the basis for scientific argument and forces students to answer a scientific question with the use of data. Argumentation as scientific practice is connected to standards: A Framework for K-12 Science Education: Scientific & Engineering Practices (1- Asking Questions (for science) and defining problems (for engineering) 2- Developing and using models, 3- Planning and carrying out investigations, 4- Analyzing and interpreting data, 5- using mathematics and computational thinking, 7- Engaging in argument from evidence, and 8- Obtaining, evaluating, and communicating information; Cross-Cutting Concepts; and Disciplinary Core Ideas, and to the College Board AP Standards. The Cl-Ev-R Model also integrates the college-readiness components of the ACT: Scientific Investigation, Interpretation of Data, and Evaluation of Models (Inferences). Argumentation is a way to improve both learning and engagement in science. It provides an opportunity for students to learn from and about argumentation. It demonstrates the need for sound reasoning and empirical evidence for explanations. Using the Cl-Ev-R Model allows students the opportunity to state a claim, state the supporting evidence, and provide their reasoning. If the students’ reasoning is not correct, then the teacher immediately knows that the student did not understand the concept. The Cl-Ev-R Model allows students to review their claim and re-evaluate their reasoning. 4) Scientific argumentation is a process and can not be taught in one “lesson”. Students should be given multiple opportunities to demonstrate argumentation using the Cl-Ev-R Model. As students become more familiar with Cl-Ev-R, their scientific argumentation skills will increase. *PLCs and Cl-Ev-R: Uniform practice within a school/school district Opportunities to perform lesson study Brings people together in shared understanding of scientific and engineering practices Time efficient Consistent focus over grade spans

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