The Argumentation Toolkit
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    • Evidence
    • Reasoning
    • Student Interaction
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  • Teacher Learning
    • Introductory Module >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
    • Advanced - Science Seminar >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
    • Advanced - Designing Rich Tasks >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
    • Advanced - Evidence and Reasoning >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
  • About

What is a science seminar?


Session Goals:

  • Teachers will learn another activity, the science seminar, which engages students in argumentation.
  • Within the context of a science seminar, teachers will apply the four elements of argumentation that students need extra support with: 1) Evidence; 2) Reasoning; 3) Student Interaction; and 4) Competing Claims).
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Agenda

Materials

  1. Video: Introduction to Module
  2. Activity: Analyze transcript of science seminar, elements of argumentation
  3. Activity: Analyze transcript of science seminar, teacher role
  4. Session Takeaways
      * Extension: Try it!
  1. Detailed agenda for facilitator
  2. Argumentation Elements Handout
  3. Glowing Cats Science Seminar Transcript
Presentation View

1. Video & Discussion: Science Seminar

Watch the video below, which introduces the science seminar.
Discussion Questions:
  • How similar and different in the science seminar are teacher and student roles compared to your previous science instruction?
  • How might a science seminar support student learning of science content?
  • (If participants completed intro module) During the intro module, we covered four elements of argumentation that students may require extra support with. Which of these do you think a science seminar supports? Why?

2. Activity: Analyze transcript of science seminar, elements of argumentation

Watch the video of the science seminar (~11:00-15:23).
The task:
  • After viewing the video, work in pairs or small groups  to analyze the selected transcript to identify student use of the 4 elements of argumentation
Science Background:
  • Three claims discussed in this science seminar.
1: The allele for fluorescence is dominant – cats need only one copy of it in order to glow.

2: The allele for fluorescence is non-dominant– cats need two copies of it in order to glow. 

3: The allele for fluorescence is incompletely dominant – cats will glow with either one or two copies, but cats will glow more brightly with two alleles for fluorescence.
 

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* Note: This pedigree was viewed by students in the video of the science seminar, above. 
Discussion 1 about Transcript:
  • Were the four “challenging elements” of argumentation visible in this student discussion? How?
  • How do you envision a science seminar working in your classroom?

3. Activity: Analyze transcript of science seminar, teacher role

The task:
Work in pairs or small groups  to analyze the selected transcript to identify strategies or cues used by the teacher (the role of the teacher).

Discussion 2 about Transcript:
  • What did the teacher do/say during the science seminar? How did students respond?
  • What worked well about this strategy?
  • How can you envision yourself leading a science seminar with your students? What would you do well? What do you think would be a challenge for you?
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4. Session Takeaways

  • A science seminar allows students to grapple with the four challenging elements of argumentation. The science seminar prompts students and teachers to take on new roles in the classroom.
  • The science seminar provides students with opportunities for argumentation and a deeper understanding of the content.

Extension: Try it!

  • Reflect on current practice: If you have an opportunity, video tape a normal discussion in your classroom, bring in 5 minutes to review how interactive it is. (Note: Depending on the number of teachers participating in the next session, you may only ask teachers to discuss and not share the video due to session time constraints.)
                                                                                             OR
  • Brainstorm: Is there anywhere in your curriculum/unit where you can see an opportunity to discuss potential claims in a science seminar? Bring in and share.
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This project was supported by National Science Foundation Grant DRL-1119584. Any opinion, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
All content and materials © 2015 The Regents of the University of California. All rights reserved.