diana natividad longfellow ms saisd. quick poll: how do you use a claims and evidence approach in...

STATE YOUR CLAIM

INCORPORATING CLAIM EVIDENCE REASONING (CER)

INTO YOUR CLASSROOM

Diana Natividad

Longfellow MS

SAISD

WELCOME!Quick Poll:How do you use a claims and evidence approach in your classroom?a) I’m still learning about it.b) I talk about it in the context of how

science works.c) Students have to write claims and support

them with evidence for some or all labs.d) We have class discussion and writing

activities that revolve around making claims and supporting them with evidence.

What is an argument in

science?

An answer to a scientific question that uses data!

Why Argumentation is Important

A way to improve both learning & engagement in science

Argumentation as scientific practice is connected to standards:A framework for K-12 science education

Why Writing is Important Writing helps students learn

It forces them to organize their thoughts and find the relationships between ideas

Writing holds ideas in place long enough for students to think about them

Writing gets all students to participate

Writing helps you (as the teacher) spot misconceptions

What is C-E-R? C-E-R is a framework that provides

scaffolding for students so that they can successfully participate in the argumentation process.

ComponentsMake a claim about the problem.Provide evidence for the claim.Provide reasoning that links the evidence

to the claim.

What does the research tell us?

Explanations are rarely a part of classroom practice

Students have difficulty using appropriate evidence and including the backing for why they chose the evidence in their written explanation

Students typically discount data if the data contradicts their current theory

During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims

McNeill, Lizotte, Krajcik, & Marx, (in press)

Analyzing Student WorkTEI Curriculum

Circle claim, underline evidence, and box reasoning.

Make a claim about the problemProvide evidence for the claimProvide reasoning for your thinking

CLOSER LOOK SAMPLES

Group Work Discuss answers with your group

Come to a consensus

Share out group’s findings

Evaluate Writing with Rubric

Component Level 1 Level 2 Level 3Claim-

 A conclusion that

answers the original question.

Does not make a claim, or makes an inaccurate

claim.

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

Evidence- 

Analysis of scientific data that supports the claim. The data needs to be appropriate and sufficient to support

the claim.

Does not provide analysis of scientific data, or only provides inappropriate

analysis of scientific data.

Provides appropriate, but insufficient analysis of

scientific data.

Provides appropriate and sufficient analysis of

scientific data.

Reasoning- 

Justification that links the claim and evidence. It shows why the data counts as evidence by using appropriate and

sufficient scientific principles.

Does not provide reasoning, or only

provides reasoning that does not link evidence to

claim.

Provides reasoning that links the claim and

evidence. Repeats the evidence and/or includes some scientific principles,

but is not sufficient.

Provides reasoning that links evidence to claim. Includes appropriate and

sufficient scientific principles.

Scaffolding

CER as a Summarizing Tool

CER as a Test Taking Skill

Reflection

Where can CER be implemented in your class?

CONTACT ME

Dnatividad@saisd.net

Part of VBTA’s mission is to jumpstart a working network of teachers for

teachers… so let me know how I can help you