in the lives of Black children (pp. 175-199). New York: Routledge. Leatham, K. R., & Hill, D. S. (2010). Math identities. Mathematics Teaching in the Middle School, 16(4), Describe the structure and intent Sampson, V., Grooms, J., & Walker, J. (2009). of the Argument-Driven Inquiry inquiry: A way to promote learning during laboratory instructional model. activities. The Science Teacher, 76(8), 42-47. Identify the disciplinary practices Choppin, J. M. (2007). Teacher-orchestrated classroom of science employed in this arguments. Mathematics Teacher, 101(4), 306-310. instructional design and how this Optional Resources relates to the Next Generation week Southerland, S.A., Strimaitis, A., Enderle, P., Grooms, V., & 19 Science Standards. 11b Inquiry Sampson, V. (2014). The effectiveness of argumentation in Explain how instruction that fostering science for all: Examining the effects of supports students’ participation in challenging instruction in biology laboratories. Paper disciplinary practices is presented at the annual meeting of the American particularly effective in supporting Educational Research Association, Philadelphia, PA. the science learning of students Sampson, V. (2014). ADI in the classroom. . traditionally underperforming in science. week Small-group 12a lesson week Small-group 12b lesson week Small-group 13a lesson week Small-group 13b lesson
in the lives of Black children (pp. 175-199). New York: Routledge. Leatham, K. R., & Hill, D. S. (2010). Math identities. Mathematics Teaching in the Middle School, 16(4), week 11b 19 Inquiry Describe the structure and intent of the Argument-Driven Inquiry instructional model. Identify the disciplinary practices of science employed in this instructional design and how this relates to the Next Generation Science Standards. Explain how instruction that supports students’ participation in disciplinary practices is particularly effective in supporting the science learning of students traditionally underperforming in science. Sampson, V., Grooms, J., & Walker, J. (2009). inquiry: A way to promote learning during laboratory activities. The Science Teacher, 76(8), 42-47. Choppin, J. M. (2007). Teacher-orchestrated classroom arguments. Mathematics Teacher, 101(4), 306-310. Optional Resources Southerland, S.A., Strimaitis, A., Enderle, P., Grooms, V., & Sampson, V. (2014). The effectiveness of argumentation in fostering science for all: Examining the effects of challenging instruction in biology laboratories. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA. Sampson, V. (2014). ADI in the classroom. . week 12a Small-group lesson week 12b Small-group lesson week 13a Small-group lesson week 13b Small-group lesson
UTCH-200-Knowing-Learning-in-Mathematics-and-Science-Syllabus.docx