The Argumentation Toolkit
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    • Introductory Module >
      • Session 1
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      • 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

How do you conduct a science seminar?


Session Goals

  • Teachers will learn 9 strategies for implementing science seminars in their classroom, including:
    1. Allow for awkward silence.
    2. Let students lead the discussion.
    3. Chime in at the right moment.
    4. Make a safe space.
    5. Communicate norms.
    6. Set up chairs in concentric "u-shapes."
    7. Include mixed ability levels in circles.
    8. Encourage students to project supports.
    9. Establish a hot seat.
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Agenda

* Extension Discussion
  1. Video: Stepping Back During Science Seminars
  2. Presentation: Roles and Expectations for the Science Seminar
  3. Activity: Science Seminar
  4. Discussion: Reflect on the Science Seminar
  5. Takeaways
* Extension: Try it with your students

Materials

* Teachers will need the 3 Atacama Desert Data Sheets and “Preparing for the Science Seminar” sheet completed in the last session
  1. Detailed agenda for facilitator
Presentation View

*Extension discussion - Try it with your students!

Share your experience:
  • Share your experience using the strategies covered in the last session.

Discussion questions:
  1. What went well?
  2. What was challenging for students? For you?

1. Video: Stepping back during science seminars

Watch the video below, which describes the role of the teacher during the science seminar.
Discussion Questions:
  • What role did the teacher play in the science seminar?
  • What strategies do you notice the teacher using to facilitate the science seminar?
  • What concerns do you have about running a science seminar in your classroom?
  • What do you think students will do well? What challenges do you anticipate students having?

2. Presentation: Roles and expectations for the science seminar

  • Give a brief presentation on the teacher and student roles during the science seminar.
  • Project the seating arrangement and describe that students will be seated in two concentric rows.
  • Review interactional norms and sentence starters.
  • Emphasize the teacher role is to step back and take notes while students lead the discussion. 
  • Explain that during the next activity, teachers will have the opportunity to be the students in the science seminar held during this seminar.
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3. Activity: Science seminar

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The task:
  • Participate in the science seminar. There are two options depending on the size of the group:
  1. Have one large discussion if there are 10 or fewer participants.
  2. Have two shorter discussions with approximately half the group. Set up the chairs in a fishbowl pattern.

Claims:
  • Prevailing winds on the Pacific coast cause extremely low precipitation in the Atacama Desert.
  • The location of mountain ranges causes extremely low precipitation in the Atacama Desert.
  • Surface temperatures of the ocean cause extremely low precipitation in the Atacama Desert.

4. Discussion: Reflect on the science seminar

Discussion Questions:
  • As a “student,” what worked well for you? What was challenging?
  • What types of instructional strategies can you see your students needing to interact in a science seminar?
  • How could engaging in a science seminar help students develop a better understanding of the science content?

5. Session takeaways

  • Reiterate key points from this session:
  1. Allow for awkward silence.
  2. Let students lead the discussion.
  3. Chime in at the right moment.
  4. Make a safe space.
  5. Communicate norms.
  6. Set up chairs in concentric “u-shapes.”
  7. Include mixed ability levels in circles.
  8. Encourage students to project supports.
  9. Establish a hot seat.
Picture

* Extension - Try it with your students!

The task:
  • Engage your students in a science seminar.
  • For the next session, be prepared to discuss your experience.
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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.