Presentation on theme: "Project SPELL: Sustainable Practices for English Language Learners April 6, 2014 Conference Supporting ELLs in NGSS Practices: Scientific Discourse and."— Presentation transcript:
Project SPELL: Sustainable Practices for English Language Learners April 6, 2014 Conference Supporting ELLs in NGSS Practices: Scientific Discourse and Argumentation Adele Schepige, WOU
Supporting ELLs in NGSS Practices: Scientific Discourse and Argumentation The Next Generation Science Standards place emphasis on scientific discourse and argumentation for K-12 student learning. Scientific argumentation is one of the eight NGSS scientific practices. This means ELLs will need to use higher level thinking and scientific language in making claims, providing evidence and making connections between the two or explaining that there are no connections between them. Participants will take part in and deconstruct a science activity that uses strategies supportive of ELLs that also support scientific argumentation and discourse.
Next Generation Science Standards Adopted in Oregon in March, 2014 Phased in over four years
NGSS: Science and 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 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information
7. Engaging in argument from evidence Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. (NGSS, p 13)
7. Engaging in argument from evidence Students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. (NGSS, p 13)
7. Engaging in argument from evidence http://www.bozemanscience.com/ngs-engaging-in-argument-from- evidence http://www.bozemanscience.com/ngs-engaging-in-argument-from- evidence Stop at 7:05 minutes
What is argumentation in science? Voice opinions based on evidence Negotiate meaning Link questions, claims evidence and rebuttals or contradictions Working with beginning and unsettled knowledge Use of reasoning Note: Argumentation is not arguing
Time to experience science argumentation! Four stations sampler- timed. The stations are: Defending Predictions, Claims cards, Pause and Reflect, and Negotiating a Concept Map Must stay at the station until it is time to move. You can go to stations in any order. Each station has a set of instructions. Reflection on language after completing each one.
Stations debrief What happened? How did it happen? What kind of science language did you hear?
Back to Bozeman….. http://www.bozemanscience.com/ngs-engaging-in-argument-from- evidence http://www.bozemanscience.com/ngs-engaging-in-argument-from- evidence From 7:05 to end – argumentation in science education
Purpose of argumentation Show how data support a claim Identify possible weaknesses in someone’s scientific arguments Identify flaws in your own arguments Improve arguments in response to criticism Lead to explanation Lead to Peer review: presentation at scientific conferences and publishing in peer reviewed journals
Supporting ELLs in argumentation Academic vocabulary Speaking Writing Practice in informal setting
Sentence frames for argumentation Ross, D., Fisher, D., & Frey, N. (2009). The Art of Argumentation. Science And Children, 47(3), 28-31. Which ones from the list did you naturally use during the stations? What sentence (language) frames can you add to the list based on what you heard at the stations? Others you can think of to add?
Resources Science and Children Carrier, K. A. (2005). Supporting Science Learning through Science Literacy Objectives for English Language Learners. Science Activities, 42(2), 5. Donnelly, W., & Roe, C. J. (2010). Using Sentence Frames to Develop Academic Vocabulary for English Learners. Reading Teacher, 64(2), 131-136. doi:10.1598/RT.64.2.5
Thank you for your interest and participation today!