your What went well with the lesson? Why do you think this students! went well? What was challenging with the lesson? Why do you think it *If the module was challenging? is held as multiple sessions Video & Transition into the role of reasoning in argumentation by watching 10 min. Discussion: the video Activity: Reasoning Tool – Using the Reasoning Following the video, conduct a whole group discussion around the Tool questions: What challenges have you experienced, or could you imagine experiencing, supporting your students in articulating their reasoning? What different ways could you envision using the reasoning tool to encourage students to explain the link between their evidence and claim? Key points to highlight during the discussion: Reasoning explains how evidence supports a claim, often incorporating science ideas and concepts Including reasoning an argument more convincing Students often experience challenges articulating reasoning The reasoning tool is a versatile scaffold that prompts students to consider how evidence connects to the claim Activity: Reiterate the purpose of using a reasoning tool, and provide the 15 min. Writing with context for this activity. Have teachers work individually to the complete the reasoning tool template. This activity, which builds Reasoning off the arguments teachers have been working with in Session #’s 1 Tool and 2, entails using the reasoning tool template to explain how two pieces of evidence support the claim that the fossil tooth came from a prehistoric shark. Once teachers have completed the task, ask them to share their work with another person After everyone has had an opportunity to give and receive feedback, share and discuss the sample reasoning tool that has been filled in After the activity, conduct a whole group discussion around the questions: What was your experience using the reasoning tool? What did you find helpful? What did you find challenging?
your students! *If the module is held as multiple sessions What went well with the lesson? Why do you think this went well? What was challenging with the lesson? Why do you think it was challenging? Video & Discussion: Using the Reasoning Tool Transition into the role of reasoning in argumentation by watching the video Activity: Reasoning Tool – Following the video, conduct a whole group discussion around the questions: What challenges have you experienced, or could you imagine experiencing, supporting your students in articulating their reasoning? What different ways could you envision using the reasoning tool to encourage students to explain the link between their evidence and claim? Key points to highlight during the discussion: Reasoning explains how evidence supports a claim, often incorporating science ideas and concepts Including reasoning an argument more convincing Students often experience challenges articulating reasoning The reasoning tool is a versatile scaffold that prompts students to consider how evidence connects to the claim 10 min. Activity: Writing with the Reasoning Tool Reiterate the purpose of using a reasoning tool, and provide the context for this activity. Have teachers work individually to complete the reasoning tool template. This activity, which builds off the arguments teachers have been working with in Session #’s 1 and 2, entails using the reasoning tool template to explain how two pieces of evidence support the claim that the fossil tooth came from a prehistoric shark. Once teachers have completed the task, ask them to share their work with another person After everyone has had an opportunity to give and receive feedback, share and discuss the sample reasoning tool that has been filled in After the activity, conduct a whole group discussion around the questions: What was your experience using the reasoning tool? What did you find helpful? What did you find challenging? 15 min.
introductory_module_agenda.docx