Marie Crawford & Dr. Tom KeatingApril 1, 2014

Weaving Scientific Discourse into Your Science Classroom

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Science programs provide a rich milieu in which to develop language and thought. Confronted with phenomena and given some freedom to investigate, children work hard at converting their experiences into language. Just as a person might draw a map to show someone how to get from one place to another, so children construct a language map that expresses the relationships they discover and the ways in which they interpret events. Their experiences compel them to conversation.

Mary Budd Rowe (1973)Teaching Science As Continuous Inquiry

Slowing Down May Be A Way of Speeding Up!

Questions to ponder in this session…

• Why should we have students engage in purposeful, focused, & extended academic talk in science?

• What are key features of academic language and academic conversations in science?

• How can we scaffold & assess conversation skills?

Let’s look a little deeper…• Why should we have students engage

in purposeful, focused, & extended academic talk in science?

Scientific Argumentation

• Definition - The opportunity for students to engage in scientific reasoning by asking students to construct an argument and to evaluate critically the arguments of others = to develop their ability to reason and think

• Argument and debate are common in science - virtually absent from Science Education!

• Arguing from evidence is a Central Theme of NGSS - referenced to approximately 100 times in Framework Document

• Need to establish norms of Scientific Academic Conversations in order to engage in meaningful and respectful Scientific Argumentation

Initial Evidence

1. Students don’t talk deeply enough.2. When students do talk, it ends quickly (IRF).

3. Students use short sentences or fragments to express ideas.

4. Students don’t naturally listen well or build off the ideas of others.

5. Whole and small group discussions tend to produce limited academic talk.

6. The social aspect of learning is often overlooked.

Think Share

• What are you noticing about the quality of conversations in your science classroom?

• Share out your ideas

We want kids to…- Talk with purpose & focus

- Actively listen & clarify

- Elaborate & provide evidence

- Build on each other’s ideas or challenge them

- Connect and apply ideas to their lives and the world

- See other perspectives

- Grapple with Science

content

- Have flexible thinking

- Take risks

What is Academic Language?

Science vocabulary(brick)

Science vocabulary(brick)

Terms that travel across disciplines

Grammar & organization

Hypothesize Evidence Analyze JustifyPlan CritiqueCompareEvaluate

Text structure Transitions Pronouns

ClausesPrepositionsWord order

Punctuation

3 Ingredients for Acquiring Language

1. Input2. Output

3. Co-construction of Meaning

Conversational Behaviors

Face Each Other Lean Forward

Use Eye Contact Use Gestures

Strategy 1: Pro Con Improv• Pick a controversial topic with pro & con

positions

• Pair student and assign ‘director’ and ‘speaker’ roles

• Director says ‘pro’ and speaker presents pro reasons for topic (30 secs)

• Director says ‘con’ and speaker uses transition word (but, however,yet, on the other hand, etc,) and presents con reasons (30 secs)

• Switch roles

Topic: Gray Wolf Reintroduction• TED Radio Hour:

The Fragile, Invisible Connections of the Natural World

• NPR Story: Government Revisits Contested Wolf Recovery Plan

Pro Con Improv: Gray Wolves• Discuss the Pros/ Cons of Gray Wolf

Reintroduction• Director says ‘pro’ and speaker

presents pro reasons for topic (30 secs)

• Director says ‘con’ and speaker uses transition word (but, however,yet, on the other hand, etc,) and presents con reasons (30 secs)

• Switch roles

Strategy 2: Interview Grid• Present students with an interview grid

• Ask students to interview one student at a time, recording notes for each question.

• Move to another student until at least 3-4 students have been interviewed.

Interview Grid sample

Name of interviewee

What are the benefits of reintroducing Gray Wolves to their habitat?

What are the problems associated with reintroducing Gray Wolves to their habitat?

Should keystone predators, like the Gray Wolf, have different criteria for their species protection?

Name

Name

Strategy 3: Take a Stand• State a deliberation question and post

• Place ‘Yes/ Agree’ on one side of room and ‘No/ Disagree’ on the other side

• Students write down answers with supporting argument

• Direct students to ‘Take a Stand’ by going to the sign that they support

• Students individually share their position, with option to change position

Deliberation Question: Do you support the movement to delist the Gray Wolf as an endangered species?

Support Resources• Current US Fish and Wildlife status

for the Gray Wolf

• The Wolf Conservation Center’s Support of the Gray Wolf

• Montana FIsh, Wildlife and Parks Wolf Management Page

Strategy: Take a Stand

Think Share

• How did these simple activities increase thinking and conversation?

• Share out your ideas

Strategy 4: Academic Conversations• Poster of prompts & symbols

• Feature cards with symbolsx

• Hand motions for prompts

• Model & practice scientific conversations

Topic

AC Skill: Elaborate,Clarify, ProbeElaborate, Clarify, Probe

x (pull hands apart)

Frames for prompting the skill:Can you elaborate on..? What do you mean by..?Can you tell me more about..?Clarify what you mean by...What makes you think that?Can you be more specific?

Frames for responding:In other words,..An analogy might be...What I mean is...

Elaborate, Clarify, Probe

Question StemsCan you elaborate on..? What do you mean by...?Can you tell me more about…?Clarify what you mean by…What makes you think that?Can you be more specific?

Response StemsIn other words,..An analogy might be…What I mean is...

AC Skill: Support IdeasSupport ideas with evidence from this text, other texts, the world, & own life

(Touch index fingers to make an X)

Frames for prompting the skill:What is the evidence for that?Where did you find that evidence?How do you justify that?What would illustrate that idea?Can you provide an example?

Frames for responding:For example,...To demonstrate…According to….For instance,...In this text it said that...

Support ideas

Question StemsWhat is the evidence for that?Where did you find that evidence?How do you justify that?What would illustrate that idea?Can you provide an example from something you have learned or experienced?

Response StemsFor example,…To demonstrate,...According to…For instance,...In the text it said that…

AC Skill: Build on/Challenge IdeasBuild On and/or Challenge Ideas

(Layer hands on each other and build up)

Frames for prompting the skill:What do you think about this idea? Can you add to this idea?Do you agree or disagree?

Frames for responding:I would add that…I agree with____because____...I disagree with that because…I disagree with your use of that evidence because...I want to expand on your point about...

Build on/ Challenge Ideas

Question StemsWhat do you think about this idea? Can you add to this idea?Do you agree or disagree?

Response StemsI would add that…I agree with_______because_______…I disagree with that because…I disagree with your use of that evidence becauseI want to expand on your point about…I see it another way…

AC Skill: ParaphraseParaphrase partner’s ideas

x (Touch ear)

Frames for prompting the skill:Does that make sense?I’m not sure that was clear…Do you understand what I’m saying?What is your take on what I’m saying?

Frames for responding:Let me see if I understand you…So what you are saying is…To summarize, you are arguing that…It sounds like you are saying...

Paraphrase

Question StemsDoes that make sense?I’m not sure if that was clear...Do you understand what I’m saying?What is your take on what I’m saying?

Response StemsLet me see if I understand you...Is that right?So, what you are saying is that…To summarize, you are arguing that…It sounds like you are saying...

AC Skill: SynthesizeSynthesize conversation points

(Cup both hands into a ball)

Frames for prompting the skill:What have we discussed so far?Can we synthesize what we’ve discussed?How can we bring this all together?What main points can we share?What can we agree upon?What key ideas can we take away?

Frames for responding:We can say that…As a result of talking, we think that…How does this sound…?The evidence seems to suggest...

Synthesize ideas

Question StemsWhat have we discussed so far?Can we synthesize what we’ve discussed?How can we bring this all together?What main points can we share?What can we agree upon?What key ideas can we take away?

Response StemsWe can say that…As a result of talking, we think that…How does this sound…?The evidence seems to suggest.....

Norms for ACsNorms:- We actively listen to each other- We share our own ideas and explain them- We respect one another’s ideas, even if they are different from our own- We respectfully disagree, while seeking to understand the other perspective- We accept challenges to our ideas- We let others finish their idea without interrupting- We try to come to some agreement in the end- We take turns and share air time

Behaviors for ACs

Behaviors:-Appropriate eye contact -Face one another (with whole body)- Attentive posture (lean toward the partner)- Positive Gestures- Backchanneling, (Uh huh, Wow, Interesting, Hmmmm, Yes, Okay, I see, Really?)- Silence (to allow thinking and putting thoughts into words)- Prosody (changing voice tone, pitch, and emphasis)

Strategy 5: Conversation Lines

• Students form 2 lines (or inner/ outer circles) facing each other.

• Teacher poses a thought provoking question or controversial topic for students to discuss with partner.

• One line moves, to provide new conversation partner.

• Teacher poses same (or different) question/ topic

• Repeat

Strategy: Conversation Lines

Deliberation Questions:- What have been the benefits and

problems from the reintroduction of

the gray wolves?

- Should keystone predators, such

as the Gray Wolf, be protected

under a different set of criteria than

for other species?

- Should the Gray Wolf be delisted

as an endangered species?

Strategy 6: Fishbowl Conversation

• Ask for 2 volunteers to present their conversation to the class or small group

• Volunteers face each other and have a conversation based on a given topic or question

• Observers offer feedback at end of conversation

Peer Feedback for Conversation Skills

Strategy 7: Structured Academic Controversy

• Place students into groups of 4

• Introduced a real world topic to explore from differing perspectives (pro/con)

• Students split into pairs to research and form argument for opposing sides

• Group reforms, presents arguments then, thoughtfully listens and share back what was heard

• Students switch sides and repeat process

• Whole group selects best reasoning and synthesizes into new, agreed upon position

Deliberation Question:- Should the Gray Wolf be delisted

as an endangered species?

Perspectives to consider:

- Ecologist

- US Fish & Wildlife Service

- Ranchers & Hunters

- Eco-tourists

Strategy 7: Structured Academic Controversy

Think Share

• Discuss how the previous teaching strategies supported in-depth thinking and conversation.

• Share out your ideas

Assessing Academic Conversation SkillsAt or Above Approaching Below

Thinks and Talks like a Scientist by observing and hypothesizing; proposing ways to experiment; referring to science principles and theories; using scientific terms and syntax; and applying science to real life.

Makes some connections; uses some complex sentences and scientific terms, makes some applications.

Uses few connections or scientific reasons; uses short sentences and mostly social language.

Stays focused by building on comments; connecting ideas well to topics; negotiating conflicting ideas and word meanings; offering very few or no tangential thoughts.

Stays mostly on topic; shows some idea building and negotiating; goes on some tangents; shows some confusion.

Rarely connects or build on ideas; goes on many tangents and offers unrelated information; demonstrates no negotiation of differing ideas.

Supports ideas with evidence and/ or examples from text, previous lessons, life. Clearly explains and elaborates on ideas.

Offers some prompting for and support of ideas with examples and clarifications.

Offers little or no support of ideas and reasoning; lacks appropriate prompting.

Challenges Ideas by asking partners questions or making comments related to the strength of the evidence. Holds partners accountable for their understanding and demonstrates respectful skepticism when evidence presented is weak or not well crafted.

Asks partner some questions to prompt for evidence. Sometimes acknowledge when evidence is missing or doesn’t support a claim, however this is done in an unskillful and/or disrespectful manner.

Asks little or no questions to prompt for evidence. Lacks acknowledgment or challenge for evidence that is missing or does not support a claim.

Paraphrases partners ideas to clarify, deepen and stay focused on the topic. Synthesizes key points at the end.

Offers some paraphrasing and synthesizing of key points.

Offers little or no paraphrasing or synthesizing.

Uses Communication Behaviors by actively listening (eyes and body), taking turns, valuing partner contributions, and being respectful.

Shows some appropriate listening and turn-taking behaviors; contributes to the conversation.

Shows little eye contact or listening skills; interrupts; dominates talk or minimally contributes

Video - Two Young Scientists

How do these ladies think and talk like scientists?

Assessing Academic Conversation SkillsAt or Above Approaching Below

Thinks and Talks like a Scientist by observing and hypothesizing; proposing ways to experiment; referring to science principles and theories; using scientific terms and syntax; and applying science to real life.

Makes some connections; uses some complex sentences and scientific terms, makes some applications.

Uses few connections or scientific reasons; uses short sentences and mostly social language.

Stays focused by building on comments; connecting ideas well to topics; negotiating conflicting ideas and word meanings; offering very few or no tangential thoughts.

Stays mostly on topic; shows some idea building and negotiating; goes on some tangents; shows some confusion.

Rarely connects or build on ideas; goes on many tangents and offers unrelated information; demonstrates no negotiation of differing ideas.

Supports ideas with evidence and/ or examples from text, previous lessons, life. Clearly explains and elaborates on ideas.

Offers some prompting for and support of ideas with examples and clarifications.

Offers little or no support of ideas and reasoning; lacks appropriate prompting.

Challenges Ideas by asking partners questions or making comments related to the strength of the evidence. Holds partners accountable for their understanding and demonstrates respectful skepticism when evidence presented is weak or not well crafted.

Asks partner some questions to prompt for evidence. Sometimes acknowledge when evidence is missing or doesn’t support a claim, however this is done in an unskillful and/or disrespectful manner.

Asks little or no questions to prompt for evidence. Lacks acknowledgment or challenge for evidence that is missing or does not support a claim.

Paraphrases partners ideas to clarify, deepen and stay focused on the topic. Synthesizes key points at the end.

Offers some paraphrasing and synthesizing of key points.

Offers little or no paraphrasing or synthesizing.

Uses Communication Behaviors by actively listening (eyes and body), taking turns, valuing partner contributions, and being respectful.

Shows some appropriate listening and turn-taking behaviors; contributes to the conversation.

Shows little eye contact or listening skills; interrupts; dominates talk or minimally contributes

AC: More ‘talk time’ for everyone

Notice the multiple conversations and social learning

Think Deeper with DOK

Ask Higher Level Thinking Questions!Level 4

Question Stems

Can you defend your position about...?

What information can you gather to

support your idea about….?

Can you apply information from multiple

sources to develop an well substantiated

claim or opinion?

Can you develop a thesis, drawing from

multiple sources of credible information?

Level 3Question StemsWhat are the parts or features of...?

Can you classify...according to...Can you predict the outcome of…?

What evidence can you list for...?Which events could have happened...?How would you test….?

What do you see as other possible

outcomes?What conclusions can you draw from…?

Level 2

Question Stems

How is...an example of...?

How is...related to...?

Why is...significant?

Could this have happened in...?

Can you apply what you have

learned to this..?

Can you compare/ contrast?

How would you summarize ____?

Can you develop a set of

instructions about...?

Level 2

Question Stems

How is...an example of...?

How is...related to...?

Why is...significant?

Could this have happened in...?

Can you apply what you have

learned to this..?

Can you compare/ contrast?

How would you summarize ____?

Can you develop a set of

instructions about...?

Level

1

Questio

n Stems

Retell

Can yo

u write

in yo

ur ow

n word

s...?

Can yo

u write

a bri

ef ou

tline..

.?

What d

o you t

hink c

ould

of

happ

ened

next.

..?

Who do

you t

hink..

.?

How w

ould

you d

escri

be

Can yo

u dist

inguis

h betw

een..

.?

Wha

t diffe

rence

s exis

t betw

een..

.?

Can yo

u prov

ide an

exam

ple of

wha

t

you m

ean..

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Strategy 8:Teach Levels of Questioning

Level 2

Question StemsHow is...an example of...?How is...related to...?Why is...significant?Could this have happened in...?Can you apply what you have learned to this..?Can you compare/ contrast?How would you summarize ____?Can you develop a set of instructions about...?

Think Share

• Discuss ways that you might incorporate deeper questioning skills into conversations and/or whole group discussions

• Share out your ideas

Science NOW

Questions to ponder in this session…

• Why should we have students engage in purposeful, focused, & extended academic talk in science?

• What are key features of academic language and academic conversations in science?

• How can we scaffold & assess conversation skills?

Contact Info:

Thank You for Joining Us!

Marie Crawfordmcrawford@scsdk8.org

Dr. Tom Keatingtkeating@scsdk8.org

Level 1:What are some of the benefits of reintroducing the Gray Wolf?

Strategy 8:Teach Levels of Questioning

Level 2:Compare and contrast the benefits and problems associated with reintroducing the Gray Wolf.

Level 3: Identify and present the arguments for at least 2 distinct and opposing perspectives regarding the controversy to delist the Gray Wolf.

Level 4:Synthesize the opposing arguments and perspectives regarding the controversy to delist the Gray Wolf and present your unique position.