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Dr. David Mwangi’s Classroom Edit display name

  • East Orange Campus High School
  • East Orange, NJ
  • More than half of students from low‑income households

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Scientific argumentation is a key practice in NGSS. Argumentation is a social process in which students build, question and critique claims using evidence about the natural world. The goal of a scientific argument is to refine and build consensus for scientific ideas based on evidence. This discourse is common practice in any professional science setting. How do we train the future scientists on this critical aspect of science? To address these questions, we will use the “Generate an Argument Instructional Model”(Sampson and Grooms, 2010). At its core, this model provides opportunities for students to generate tentative arguments, critique each other’s arguments, reflect and individually develop a final written argument. We plan to use display boards and markers to have students deliberate in their groups and write down their arguments Agenda Step 1: Identification of the research problem (Phenomenon) 5 Minutes Step 2: Generate a tentative argument 10 Minutes Students will use the display boards and markers to develop a Claim, Evidence and Reasoning (the argument!) as shown below Step 3: The argumentation session 15 Minutes Students will rotate in a round robin fashion clockwise from group to group and critique their peer’s arguments. Two experts from each group will be left behind to defend the group’s argument. Step 4: A reflective discussion 5 Minutes Students will return to their groups and use the information they gathered during the round robin argumentation session to modify their arguments Step 5: The production of final written arguments (use google classroom) 5 Minutes

About my class

Scientific argumentation is a key practice in NGSS. Argumentation is a social process in which students build, question and critique claims using evidence about the natural world. The goal of a scientific argument is to refine and build consensus for scientific ideas based on evidence. This discourse is common practice in any professional science setting. How do we train the future scientists on this critical aspect of science? To address these questions, we will use the “Generate an Argument Instructional Model”(Sampson and Grooms, 2010). At its core, this model provides opportunities for students to generate tentative arguments, critique each other’s arguments, reflect and individually develop a final written argument. We plan to use display boards and markers to have students deliberate in their groups and write down their arguments Agenda Step 1: Identification of the research problem (Phenomenon) 5 Minutes Step 2: Generate a tentative argument 10 Minutes Students will use the display boards and markers to develop a Claim, Evidence and Reasoning (the argument!) as shown below Step 3: The argumentation session 15 Minutes Students will rotate in a round robin fashion clockwise from group to group and critique their peer’s arguments. Two experts from each group will be left behind to defend the group’s argument. Step 4: A reflective discussion 5 Minutes Students will return to their groups and use the information they gathered during the round robin argumentation session to modify their arguments Step 5: The production of final written arguments (use google classroom) 5 Minutes

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