argumentation: content based writing

Argumentation: Content Based Writing

SUPCE October 2021 Jane Lee-Rhodes NBCT & Dr. Cynthia Hopkins NBCT

Dr. Cindy Hopkins NBCT hoppyc123@yahoo.com

Jane Lee-Rhodes NBCTemjayel@yahoo.com

Answer Garden

▪Click on link in Chat & tell us what you do

What is Argumentation?

▪ A logical description of what one thinks & why one thinks it using evidence & reasoning to defend one’s claim

▪ Requires students to propose, support, critique, and refine ideas

▪ Models the real Scientific Method: claims must be shared, evaluated, & refined by the scientific community before becoming a part of the body of knowledge that scientists use to help explain how the world works

http://www.scientificargumentation.com/overview-of-scientific-argumentation.html

Various Models

▪CER: claim, evidence, reasoning

▪CERJ: claim, evidence, reasoning, justification

▪CERR: claim, evidence, reasoning, rebuttal

▪CERCA: claim, evidence, reasoning, counterargument, audience

Why Teach Argumentation?

▪Develop the skills needed to construct an explanation based on evidence and to justify how and why the evidence supports the explanation

▪Use critical analysis to evaluate the arguments of others

▪21st Century skills

What Makes a Question Essential?

▪Specific, not vague

▪Potential to apply “big ideas”

▪Possibility of multiple claims

▪Single word answers not allowed

Meh to Yeah!▪ Does the initial

drop height affect the rebound bounce of the ball?

▪ How does the height of the initial ball drop affect the rebound height?

▪ How does the type of ball affect the rebound height?

▪ How does the drop surface affect the rebound height?

Setting the Stage

▪How will your students inform their argument?

▪Scientific investigation

▪Reading selection

▪Primary source documents

▪Student Research: at what level?

Collaborative Strategies

▪Small groups & group norms

▪Jig-saw

▪Pair-share & Rounding the corner

▪Sticky-note evidence from text

▪Philosophical Chairs

State the Claim

▪Clearly answer the Essential Question

▪Do not provide explanation(s)

Evidence & Justification

▪Can be stated separately or written as a combination statement▪“This is the evidence. This evidence matters

because…”

▪“This is the evidence, therefore ….”

Example Time

▪Essential Question:

“Are vegetables good for you?”

First Draft

Vegetables are good for you. They contain fiber and vitamins such as vitamin C. You should eat vegetables every day.

What do we need to do to help our students make the connection?

Graphic Organizers

https://www.modelteaching.com/wp-content/uploads/2019/04/CER-Checklist.pdf

Final Draft

Vegetables are good for you. They contain fiber. Scientists have found that fiber can reduce the risk of heart disease obesity, and type 2 diabetes.Vegetables also contain important vitamins such as vitamin C. Vitamin C has been shown to help heal wounds and may also help protect from colds and allergies. Therefore, since they have so many health benefits, you should eat vegetables every day.

But How Do I Read & Grade 181 Responses?

▪Student peer-review to provide feedback

▪Two or more students collaborate to produce a single response

▪Poster presentation & gallery walk

▪Holistic grading

NewsELAEvaluating Claims: Mass Extinctions

http://science.thinkport.org/mod9/teacher-resources.html

NewsELA

▪Read—Write—Defend

▪Philosophical Chairs

PBS Learning Media

https://kedt.pbslearningmedia.org/resource/what-makes-a-change-maker-lesson/not-for-ourselves-alone-lesson-plan/

Modify Your Lessons

▪ Begin with a Good Essential Question : teacher-provided or student-generated

▪ Evidence : from guided or student-designed inquiry, research-based, or written/video sources

▪ Scaffolding : graphic organizers, prompts, sentence starters, rubrics, checklists

Practice, Practice, Practice

▪Show two videos that teach the same content and ask students “Who explains it better?”

▪Share a factual or opinion-based article and ask students to identify the author’s claim, evidence, and justification

▪Ask yourself “How can I modify this assignment to support the process of argumentation?”

Presentation Location

▪www.lee-rhodes.weebly.com

▪“Presentations”

Scaffolding Resources

▪ CER Graphic Organizer http://datanuggets.org/wp-content/uploads/2016/01/CER-Constructing-Explanations-Tool-KBS.pdf

▪ Model Teaching CER Graphic Organizer https://www.modelteaching.com/wp-content/uploads/2019/04/CER-Student-Graphic-Organizer.pdf

▪ Model Teaching CER Checklist https://modelteaching.com/wp-content/uploads/2019/04/CER-Checklist.pdf

▪ Graphic Organizer with Rubric, Scaffolding Prompts, & CER Examples http://hgms.psd202.org/documents/scolsant/1535034077.pdf

▪ Sample Student Arguments http://www.argumentationtoolkit.org/uploads/2/1/4/1/21417276/evidence_rubric_sample_student_arguments_handout.pdf

Lesson Resources

▪ Data Nuggets http://datanuggets.org/

▪ Newsela https://newsela.com/

▪ Philosophical Chairs https://www.edutopia.org/article/framework-whole-class-discussions

▪ Learning Design Group Strategy Guides http://learningdesigngroup.org/resources-strategy-guides

▪ Evaluating Claims: Mass Extinctions http://science.thinkport.org/mod9/index.html

▪ What Makes a Change-Maker? https://kedt.pbslearningmedia.org/resource/what-makes-a-change-maker-lesson/not-for-ourselves-alone-lesson-plan/

▪ No Trespassing! https://kedt.pbslearningmedia.org/resource/rah11.7-8.nation.govstate.lpnotress/no-trepassing/

Teacher Resources

▪ Supporting Claims with Evidence http://learningdesigngroup.org/sites/default/files/resources/files/SG-Supporting_Claims_with_Evidence-Fossils.pdf

▪ Identify Relevant Evidence http://learningdesigngroup.org/sites/default/files/resources/files/SG3-Understanding_the_Role_of_Relevant_Evidence_inSupporting_a_Claim.pdf

▪ Reasoning Tool for Writing Arguments http://learningdesigngroup.org/sites/default/files/resources/files/SG4-Using_the_Reasoning_Tool_to_Develop_a_Strong_Written_Argument.pdf

▪ How to Read Arguments http://learningdesigngroup.org/sites/default/files/resources/files/SG1-Reading_Arguments.pdf

▪ Analyze Arguments http://learningdesigngroup.org/sites/default/files/resources/files/SG2-Identifying-Basic-Components-of-Strong-Argumentation-Writing-by-Analyzing-Student-Work.pdf

▪ Argumentation Toolkit http://www.argumentationtoolkit.org/

▪ Science in the Middle “Presentations” www.lee-rhodes.weebly.com