Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 10: Teaching Students to Support Claims and Assertions with Evidence (pgs. 119-130)
Discussion ideas:
1) Activity Box p. 125: Which of the approaches to developing the concept of backing most closely relates to your subject area? Explain why.
2) Activity Box p. 127: Which approach to the concept of qualifiers most closely fits your subject area? Explain how you might use the concept of qualifiers.
3) Activity Box p. 129: Describe how you have used or could use the concept of statistical probability in your class.
Question 4- Module 10
ReplyDeleteOur ELA Guide provides guiding questions that allow students to practice making assertions with evidence. An example would be the Chief Joseph speech. Students read his famous speech then have a writing opportunity. They should provide support and explain their perspective using the "backing" technique. With this particular topic, there isn't much statistical information to use and analyze. The students use mostly primary sources for their information. We read and reread, then discuss, trying to become effective critical thinkers before we attempt to write on the topic.
As a kindergarten teacher I would frequently use probability thinking with my students. We would call check on the internet for the temperature. We we would then discuss the probability of the the weather changing by looking at what the temperatures have been in the past. We would think about probability when we were learning various forms of measurement. We would think about probability when reading a book that gave solid evidence to a solution. What is the evidence to support their thinking? Using the resources available and the learning they are involved in students would give great reflections on their thinking.
ReplyDelete1) During our ELA block, we use evidence based answers. We did this in written form and verbal. Our students would express their ideas, but then would have to provide evidence as to why they thought that way. What in the text lead them to their conclusion? Our use of "backing" goes along with the framework on page 123 figure 10.1. They give a reason and then have to explain what lead them to that thinking process.
ReplyDelete2) Honestly we don't use qualifiers in my room. I think its a success right now for my students to find the "backing" to an argument. It's difficult for my students to rely on their own thinking and trusting themselves to speak and share their ideas, that I don't have them make qualifiers. We do have honest discussions where other students can add qualifiers to the statement, and often do, but I don't require them to do so on their own statements.
3) When it comes to the statistical probability, we explicitly teach it during math and then try to incorporate the skill in the outcome of our science experiments. I think it would be interesting to try to use it during ELA in an inference lesson. Might be easier to make a connection in that fashion.
box 125: In interventions we didn't get to do this a lot. However, we did work on QAR skills one year, and that does fit. The "right there" questions are all about backing up and supporting. The grey area comes with the writer and me, where it's more of a secondary backing because the students bring in their own ideas.
ReplyDeletebox 127: That's a tough one for elementary. When you open something up and ask why, and the kids bring in their opinions and that sparks the discussion. Predicting is a time when there could be some discussion about what's coming next, based on evidence from the reading. That gives them a chance to talk about why they think something is going to happen, others can either agree or disagree and let the discussion build from there.
box 129: In kinder, they used to (maybe they still do) keep track of the weather on a daily basis. They could use the data they have collected to decide what the weather for the next day is going to be. If we allow the kids to keep track of some of their own data, from AIMS web probes, progress monitoring, then the data becomes real for them and it's more meaningful for them to look at it, and see what's ahead.