tag:blogger.com,1999:blog-5053151003977377665.post6256096000046281534..comments2024-02-23T05:11:31.034-08:00Comments on Always Formative: Claim Evidence ReasoningJason Buellhttp://www.blogger.com/profile/03029995715142652159noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-5053151003977377665.post-14982842938898078292016-01-15T16:11:20.846-08:002016-01-15T16:11:20.846-08:00Its now 2015, a few years after this original post...Its now 2015, a few years after this original post, and I am a second year science teacher. debryc, your words could spill off my own fingertips verbatim and be true for me as well. We're in the middle of the school year, my students just planted beans as part of an experiment to design and analyze their data, and I've already given them their lab report template. The beans haven't sprouted yet. I'm about to write up a new format with C-E-R and have them ditch the old one. This has been frustrating me all year! I'm glad I'm not alone, and I'm SO glad for the internet and its endless wealth of many incredible resources. Thanks for this!!!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-69587295651951222382015-10-29T06:54:14.143-07:002015-10-29T06:54:14.143-07:00The claims-evidence-reasoning is a pretty good bas...The claims-evidence-reasoning is a pretty good basis for making an argument, but I don't think it's a logical process for figuring out an answer to a question.<br /><br />It seems to me that scientific inquiry and problem solving begin with posing a question, evidence is gathered, scientific reasoning using models of the phenomena being studied are applied to the question, and an explanation and answer to the question is obtained. Question-Evidence-Reasoning-Explanation is a better way for inquiry and problem solving.<br /><br />By the way, scientific inquiry for students needs to be "guided inquiry". The teacher must guide the students, and ask probing questions along the way to ensure that students are thinking rather than just going through the motions.<br /><br />The Question-Evidence-Reasoning-Explanation approach is an expository approach that proceeds in a logical progression to reach (or explain) a conclusion. The difference (between this and CER) is that it doesn't start with the conclusion, which is a backwards argument in my opinion. The argument should start from evidence and proceed with a coherent, well reasoned exposition culminating in the conclusion.Joehttps://www.blogger.com/profile/12190180787544683322noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-20817968618458046582012-12-03T02:43:25.649-08:002012-12-03T02:43:25.649-08:00I like how you are requiring students to defend th...I like how you are requiring students to defend their choices, their answers, and their thinking. Hugely important. <br /><br />I find "inquiry" a tricky word. One article I've found helpful in helping students develop good questions: http://www.hepg.org/hel/article/507<br /><br />The biggest shift you've made is that you require students to think critically - and to question others' thinking.Janet Abercrombiehttp://expateducator.comnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-24582009680922988192012-11-25T21:32:27.061-08:002012-11-25T21:32:27.061-08:00Jason, I find your blog by linking from Shifting P...Jason, I find your blog by linking from Shifting Phases. Your reflections and ideas are so clear and helpful. We're just implementing the Common Core State Standards in the US, and this post is especially helpful. I nominated your blog for the Edublogs Best Teacher Blog Award: <a href="http://whatelse.edublogs.org/2012/11/25/edublog-nominations/" rel="nofollow">Edublogs Nominations</a><br /><br />Thank your for this information and inspiration! Sheri Sheri Edwardshttp://whatelse.edublogs.orgnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-75647726016266085772012-09-17T08:17:10.531-07:002012-09-17T08:17:10.531-07:00This is so interestingThis is so interestingAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-80737242514840285602012-09-16T15:13:23.497-07:002012-09-16T15:13:23.497-07:00I just checked and the links seem to work for me. ...I just checked and the links seem to work for me. I don't have any pics on me of any whiteboards. If I can find my camera I'll snap some this week. Also - WHY DO I NOT HAVE YOUR EMAIL???Jason Buellhttps://www.blogger.com/profile/03029995715142652159noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-15413303745195451742012-09-16T11:41:09.112-07:002012-09-16T11:41:09.112-07:00Hi Jason, I'm getting ready to use some of the...Hi Jason, I'm getting ready to use some of these ideas and came back for inspiration. Do you have any student whiteboards that you can share, as examples? Also, the PDFs linked next to "Claim Evidence Reasoning" seem to be broken. Are there alternate sources that you know of? (I get error messages like "cannot display the embedded font," "not enough data for image," and other cryptic stuff).Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-6733616395037162572012-04-13T21:39:14.644-07:002012-04-13T21:39:14.644-07:00I originally learned of this framework through the...I originally learned of this framework through the original work of Dr. Joe Krajcik from Michigan. Great research studies and I highly recommend that you read them. I taught this framework in my workshops for teachers for the past several years. http://www-personal.umich.edu/~krajcik/Mark Salatahttp://www.mininggems.orgnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-49284061773379436842012-04-13T13:15:02.528-07:002012-04-13T13:15:02.528-07:00For us it all came together with the Common Core. ...For us it all came together with the Common Core. It gave us a chance to go from thesis vs. claim and 5-paragraph vs. lab report conclusion to...<br /><br /><br />•Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.<br /><br />•Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.<br /><br />• Provide a concluding statement or section that follows from and supports the argument presented.<br /><br />..no matter the subject. An argument is now an argument.<br /><br />http://www.corestandards.org/the-standards/english-language-arts-standards/writing-hst/grades-6-8/#whst-6-8-1Steven Carpenterhttp://constructiveinquiry.comnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-16373787690346927722012-04-12T21:44:15.268-07:002012-04-12T21:44:15.268-07:00Nice Steven! Definitely that'd be ideal. I fou...Nice Steven! Definitely that'd be ideal. I found your blog at http://www.constructiveinquiry.com/so if you (hint hint) want to write anything about that it'd be much appreciated. <br /><br />I've had what I'd call exploratory talks with the other departments about unifying our writing but we haven't gotten very far. I'm curious about how you unified the different disciplinary approaches to writing. We didn't get too much farther than "What you call a thesis, I call a claim."Jason Buellhttps://www.blogger.com/profile/03029995715142652159noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-10114815613093576592012-04-12T09:52:35.439-07:002012-04-12T09:52:35.439-07:00At the Queens School of Inquiry we do a lot of wri...At the Queens School of Inquiry we do a lot of writing in all subject areas, so this type of writing has been a focus of mine for some time. Until last year I had used a format for writing arguments a lot like the one above for students from 6th to 11th grade and as you said it worked really well.<br />Last year, with the introduction of the Common Core, our whole school got together and worked out a single argument writing format based on the Common Core. As soon as I started using the same language and templates as their English and History teachers light bulbs went off and I saw a huge improvement in the quality of their writing. For everyone who is reading this because you are moving toward more writing in your class, I strongly, strongly suggest getting together with your grade-level colleagues, especially the English teachers, and building on the work they are already doing.Steven Carpenterhttp://constructiveinquiry.comnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-18295120636262933782012-04-07T20:59:28.296-07:002012-04-07T20:59:28.296-07:00Funny. I actually used basically the same terminol...Funny. I actually used basically the same terminology when discussing CER with another science teacher about a week ago. We were trying to figure out how to help students with deciding what were appropriate "logical leaps." I've got a few things I've been doing to help the edges of this but I don't have a good frontal assault down. I'll post a longer response in a couple of days.Jason Buellhttps://www.blogger.com/profile/03029995715142652159noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-24344652736445821252012-04-07T17:02:33.865-07:002012-04-07T17:02:33.865-07:00Love this. Once again you have formalized and sca...Love this. Once again you have formalized and scaffolded something that was nebulously drifting around in my head. I've been working on the ideas of "argument" and "rebuttal" as well -- especially helping my students think of an argument as a reasoned claim rather than a shouting match (their usual experience with "arguments"). So far the main thing I've figured out is to call them "well-reasoned ideas" or "inferences," and avoid the word "argument" altogether.<br /><br />One thing I'm really struggling with is the concept of "logic" or a conclusion following from its premises. It's hard for my students to understand what I mean by this and it's hard for me to explain in other terms. So far, it appears that their definition of "logical" is something along the lines of "familiar" or "what I was expecting." Any suggestions? How do you handle reasoning that is preposterous or that makes leaps of faith?<br /><br />Oh yeah, and "what evidence from the model do you have in support of your claim that this is stupid?" is awesome fun. My students are on to it now too -- "what evidence from the model do you have that I am procrastinating?"Shifting Phaseshttps://www.blogger.com/profile/06884058934317573837noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-89711246388294922822012-04-07T08:57:58.866-07:002012-04-07T08:57:58.866-07:00Thanks Jason. I too am guilty of spending a huge ...Thanks Jason. I too am guilty of spending a huge amount of time in the experiment phase, but as the period is ending, rarely take the time to work on the evidence and reasoning. I really love your idea!<br />LoriMs. Younghttps://www.blogger.com/profile/02588319255335722802noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-21066685784017699132012-04-06T22:39:32.067-07:002012-04-06T22:39:32.067-07:00And....... STOLEN! Thanks Jason.And....... STOLEN! Thanks Jason.Timon Piccinihttp://mrpiccmath.weebly.comnoreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-70882522715692857842012-04-06T22:18:52.932-07:002012-04-06T22:18:52.932-07:00You know those satellites that just beam down huge...You know those satellites that just beam down huge amounts of data and scientists try to crowd source it because there nobody can look at it all? That's what my class was like. We were masters of generating unused data. So don't feel bad about it. <br /><br />I hadn't heard of Betsy Rupp Fulwiler but I did some googling. I didn't find any overviews, mainly book links. I saw science notebooks, dedicated writing time, sentence frames, and graphic organizers. Anything you think was particularly useful?<br /><br />There's also this thing called the Science Writing Heuristic if you're looking for a more in depth framework. <br /><br />One of the things I like about CER is its super simple. SWH has got like 10 parts or something. I'd rather just focus hard on a bare minimum and if my students don't learn how to "properly" write a procedure, I'll take that risk.Jason Buellhttps://www.blogger.com/profile/03029995715142652159noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-43238116032841646612012-04-06T21:46:00.398-07:002012-04-06T21:46:00.398-07:00Thank you so much for writing this! As a second ye...Thank you so much for writing this! As a second year teacher, I tried to dive deeply into inquiry this year, but made the same mistake of not putting the focus on the evidence, claims, and reasoning, as well as scaffolding that for my students.<br /><br />It's so helpful to see a tangible example of how you've implemented the CER framework, and I've also added Dr. McNeill's books to my Amazon wish list. <br /><br />Have you also seen the work by Betsy Rupp Fulwiler on a science and writing approach? What are your thoughts?debrychttp://debryc.teachforus.orgnoreply@blogger.com