EXPLANATION AND ARGUMENTATION

IN PRACTICESara Dozier

Integrated Middle School Science Partnership

Questions and Concerns

• Find your blue half-sheet–“IMSS Summer Institute Formative

Assessment”• On the “1st Session” side of the sheet, please

answer the first question only!

Science is Iterative

Explanation Argumentation

Construct Explanation

Critique/Defend Explanation

Identify Weaknesses

in Explanation

Revise Explanation

Progression of Practice

• Read the progression for Constructing Explanations and Designing Solutions

• Where are your students right now?• If you were to choose one bullet point to focus

on advancing, which would it be and why?• How could you move one of your average

students up to the next grade band?

Progression of Practice

• Read the progression for Engaging in Argument from Evidence

• Where are your students right now?• If you were to choose one bullet point to focus

on advancing, which would it be and why?• How could you move one of your average

students up to the next grade band?

Teaching a Practice

• Combining a skill with knowledge• New to many teachers and students–More emphasis on practices than before

This Takes Time!

• Learning is constructed and reworked over time

• Learning difficult ideas takes time andoften comes together as students work on a task that forces them to synthesize ideas

Step 1

• Provide students with a framework for engaging in the practice and some criteria for success.–Claim Evidence Reasoning Rebuttal– Sentence frames for argumentation

Step 2

• Model and describe the framework for the students, starting with non-content examples.– Set norms–Give them permission to argue

Step 3

• Help students build an understanding of why the practice is important.–Why should students explain and argue in

science?

Step 4

• Support students to engage in the practice using the framework you have provided.– You are still in charge of the discussion.– Your intervention in conversations is

scaffolding: you may need to be more involved early on, then intervene less

Step 5

• Students individually reflect about engaging in the practice.–Why did we learn this topic this way?

Step 6

• Lead a group discussion about how this process differed from other types of instruction (lecture, textbook, worksheets, etc.)

Step 7

• Practice, practice, practice! – Engage in this process routinely to help

students build proficiency.

Our DataBefore Reaction (g) 121.0After reaction, no gas release (g) 118.8After reaction, gas removed (g) 117.7% Change in apparent mass after reaction -1.8%% Change in apparent mass between reacted and removing gas -1.0%% Change in apparent mass before reaction and after removing gas -2.8%Change in apparent mass after reaction (g) 2.2Change in apparent mass between reacted and removing gas (g) 1.2Change in apparent mass before reaction and after removing gas (g) 3.3Moles of CO2 released (before/after rxn) (44g/mol) 0.076Volume (L) of gas @ NTP using PV=NRT 1.83Volume of gas (gallons) 0.48

Next Steps1. Build awareness among ALL

stakeholders2. Teach your students the

practices –Progressions as evidence of

progress– Identify and use

frameworks to support their engagement in practice

“What should I be doing this year with NGSS?”

Next Steps3. Read sections of the

Framework for K-12 Science Education as you go.

4. Attend more PD focused on how to plan using NGSS in preparation for 2015-2016 SY– ngss@nsta

“What should I be doing this year with NGSS?”

Thank You

• Please finish today’s exit slip

• BLUE!–On “1st Session” side, answer second

question and add any comments • Stay in this room for Science in the Real World

session