Our previous posts have attempted to convey how important it is to use argumentation in your science teaching. It’s been shown to have a hugely positive impact on student learning of science content. John Hattie discovered argumentation or class discussion has an impact of .86, with 1.0 being the most effective strategy for teachers to adopt. Wow!
We all want strategies that will engage students as well as trigger critical-thinking skills and deep understanding, but how do we start? Argumentation takes some practice and a real change in your classroom culture. It’s a great strategy, but can be tricky to implement – mostly for teachers! Tricky, but not impossible.
Like any solid strategy, argumentation has to be a regular event. During that time, whether it be a small group, partnership, or whole group activity, it’s vital that students be in charge of the discussion. The teacher is the facilitator. As the teacher, our job is to remove ourselves from the student work. Roam around, take notes on student discussions, or put up charts and graphs on the whiteboard. After all, it isn’t an argumentation lesson if you aren’t willing to let students defend their claims, right?
During the entire activity, remove the idea there is a right and wrong answer. As teachers, we are used to having a class discussion in which the student answers a question that sounds like a question. Even the most disinterested fifth grader is intently watching your body language and listening to your tone of voice to figure out the answer YOU want. This disappears in argumentation. When a student comes to you with a question, ask yourself if you actually need to answer it. Can it be answered in the group with his or her peers? Can it be answered by reviewing the evidence? There may be times when you need to answer the questions, but make it rare.
While you can use an investigation with claims, evidence, reasoning to facilitate an argumentation activity, you can also use articles and simulations. Students can record evidence from their reading and determine if the evidence matches the writers claim and discuss their reasoning for each piece of evidence. This type of activity is also great for determining the validity of the claim. Does the evidence support it? Is the source credible? Why does the student think it is trustworthy?
In order to really understand what students understand about the content, they have to make their thinking visible. Argumentation forces them to do that. Peers critiquing their evidence makes them able to defend their evidence or change their thinking. It’s crucial that teachers ask them open-ended questions as students are working. Open-ended questions can be difficult. Not telling students what they did wrong (I know!) in the investigation is hard. Some questions to keep in mind are:
• What do you think the outcome might be?
• What else could you do?
• Let me see if I understand your thinking. You’re saying ___________________.
• Can you repeat what _____________said in your own words?
• Why do you think that?
• Do you agree or disagree? Why?
Implementing argumentation in your science lessons isn’t a one and done type strategy. It takes time to change classroom culture and to teach students how to argue their claims in a calm manner. Activities and articles must be chosen carefully to provide competing claims for a science seminar. There is a learning curve for both teachers and students, but the effort is well worth it!
If you want to learn more about argumentation, please visit The Argumentation Tool Kit .
Sources:
“The Argumentation Toolkit.” The Argumentation Toolkit, www.argumentationtoolkit.org/.
Michaels, Sarah, et al. Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms. National Academy, 2008.
Next Generation Science Standards. National Academies Press, 2013.