What are the different ways the teacher engaged his students in claim, evidence, explanation, and argumentation?
A teacher engages his students in scientific discourse throughout an entire lesson. From the start of the lesson, the teacher posted “the rules” on the interactive smartboard and stated that his role was to act as a “coach” guiding his students in formulating their own scientific thoughts and/or “claims.” He allowed his students opportunities to test out their claims and gather evidence to support or refute their initial claims. Students were engaged in partner, small-group, and whole-class discussions where their scientific explanations were able to evolve over time based on their findings, collaborations with classmates, and interactive whole-class smartboard discussions. The smartboard discussions allowed a student to use scientific explanation to elaborate vividly on how they answered a guided practice question posed to the entire class. The teacher continuously engaged students in scientific discourse to explore their claims presented as they collected evidence while testing out various scenarios using the palm glass. In small groups, students worked through their explanations and argued their reasoning until they came to a consensus on the agreed upon scientific principles being explored. The teacher then had each group nominate a spokesperson to summarize their findings before relaying his own experiences. The teacher continued to engage students in the lesson by handing out diagrams that allowed them to further use scientific explanation to explain what was happening at each stage of the process. The most interesting takeaway for me came at the end of the lesson where the teacher stated to his student that “the only thing that solves scientific problems is ‘evidence and logic’ and until you find a test that proves your wrong.” I plan to use this takeaway in future class discussions.
In what ways did the teachers engage their students in discussing math concepts?
Another teacher engaged the students by posting the objective on the smartboard, “learn to estimate the location of fractions on a number line using benchmarks.” She posed the question to the whole class, “how are these fractions the same and how are they different?” Then she had students pair into partners to discuss. This video was on using “interactive discussion guides to facilitate rich classroom discussions.” Students were called to come up and work through problems on the smartboard. Next, the teacher engaged the students by using scientific explanation to “explain to me what you did.” Then she turned to the class and asked the question, “do we agree?” The students all responded simultaneously, “yes,” signalling that they agreed with the student at the board’s displayed evidence and logic. The best takeaway from this video was the statement, “knowing that they know it and can express it to one another” is the most important display of their understanding.
Videos displaying teachers in action showed how educators could “teach students to prove their mathematical thinking through the use of questions, charts, and discourse.” Third grade teacher, Mona Iohl, uses cognitive guided instructions to allow students time to think, “grapple,” and form their own understanding. She posed a problem to the whole class to work through independently, first. Next, she used collective discourse for students to share out their ideas. Finally, she engaged students by requiring them to prove their ideas through illustrations and drawings. She also helped students to formulate their own thoughts by asking a lot of questions. She said that she was able to “nudge” a student to trying the next harder strategy by using her questioning method. I felt that her question method was so rapid fire that the student was allowed to connect concepts quickly and it was successful in ultimately guiding the student exactly where she needed him to be all while he arrived there completely using his own train of thought.
In what ways do teachers use questions to guide students during the design process?
In this short video the teacher engaged the young students by allowing them to use lego building blocks to design their own experiment to make the snake toy go where they wanted it to go. Students were asked questions about their designs and what the toy actually did. For example, a student declared that the toy “pushed the blocks out of the way.” Students were about to design their own maze diagrams. Students were also able to generate their own ideas and then test them out. It was these hands on activities that kept these young students completely engaged throughout the entire design process.
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