(Note: Provide teachers with a transcript of the discussion.) Ask teachers to think about the following questions while watching the video. What evidence do students use in their discussion? How do students use this evidence? What reasoning do students use in this discussion? Then, ask teachers to do a think-pair-share guided by these questions, followed by a whole class discussion. Materials: Small Group Discussion Transcript Discussion: Begin by asking teachers to come up with their own definition of 5 min. Evidence evidence and reasoning. Guiding questions could include: and How did you identify evidence in the previous activity? Reasoning How would you define evidence? How did you identify reasoning in the previous activity? How would you define reasoning? Presentation: Emphasize that the purpose of this introductory session is to help 10 min. Evidence teachers see what is considered evidence and reasoning. Later and sessions will help teachers support student use of evidence and Reasoning, reasoning. In this brief presentation, provide teachers with a Definitions definition of high quality evidence and reasoning. Emphasize that and both can be challenging for students and they will need support Challenges incorporating evidence and reasoning into their arguments. Highlight both are a justification for a claim. The distinction provides a framework that is helpful but can be difficult to distinguish in practice, eg. inference from evidence. Activity: Provide teachers with the Sample Student Argument handout. Ask 15 min. Identify teachers to read through each of the 4 student samples. Evidence and In pairs or small groups, ask teachers to respond to the following Reasoning questions: in a Written Identify how students are using evidence and reasoning in Argument their arguments What challenges did you face in identifying student reasoning? What challenges did you face in identifying student reasoning? What challenges do your students have with evidence and reasoning? After discussing in small groups (~10 minutes), share out to the whole group, particularly highlighting challenges.
(Note: Provide teachers with a transcript of the discussion.) Ask teachers to think about the following questions while watching the video. What evidence do students use in their discussion? How do students use this evidence? What reasoning do students use in this discussion? Then, ask teachers to do a think-pair-share guided by these questions, followed by a whole class discussion. Materials: Small Group Discussion Transcript Discussion: Evidence and Reasoning Begin by asking teachers to come up with their own definition of evidence and reasoning. Guiding questions could include: How did you identify evidence in the previous activity? How would you define evidence? How did you identify reasoning in the previous activity? How would you define reasoning? 5 min. Presentation: Evidence and Reasoning, Definitions and Challenges Emphasize that the purpose of this introductory session is to help teachers see what is considered evidence and reasoning. Later sessions will help teachers support student use of evidence and reasoning. In this brief presentation, provide teachers with a definition of high quality evidence and reasoning. Emphasize that both can be challenging for students and they will need support incorporating evidence and reasoning into their arguments. Highlight both are a justification for a claim. The distinction provides a framework that is helpful but can be difficult to distinguish in practice, eg. inference from evidence. 10 min. Activity: Identify Evidence and Reasoning in a Written Argument Provide teachers with the Sample Student Argument handout. Ask teachers to read through each of the 4 student samples. In pairs or small groups, ask teachers to respond to the following questions: Identify how students are using evidence and reasoning in their arguments What challenges did you face in identifying student reasoning? What challenges did you face in identifying student reasoning? What challenges do your students have with evidence and reasoning? After discussing in small groups (~10 minutes), share out to the whole group, particularly highlighting challenges. 15 min.