with Effective Questioning and Talk Moves

Using the Learning

Cycle

Session 1

The Learning• Invitation– the hook

• Exploration- engage misconceptions

• Concept Invention- what does the data tell me?

• Application- how do I know what I know

• Reflection (metacognition)- learning about learning, thinking about your thinking

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Cycle

What is CER?A framework for engaging

students in constructing explanations in

science.

• Claim – the answer to the question

• Evidence – data to support the claim

• Reasoning – a justification with science principals that connects the evidence to the claim.

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"Science" is investigating and explaining how the world works.

CER is a method of developing scientific thinkers by using this process.

CER Benefits• Engages students in authentic

science practices and discussions

• Develops problem-solving, reasoning, and communication skills

• Contributes to students’ meaningful learning of science concepts and how science is done

• Can be done throughout the learning cycle, during explorations, discussions and in writing.

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CER in action

Model Airplanes

Learning about making observations and models

Introduces students to

CER model

Easy way to demonstrate

how to record data.

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Cross Cutting concepts

• Patterns

• Cause and effect

• Scale/proportion/quantity

• Systems

• Energy

• Structure and function

• Stability and change

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Talk Moves during whole group instruction

* So let me see if I’ve got your thinking right. You’re saying ____________?

* Can you repeat what he just said in your own words?

* Do you agree or disagree and why?

* Would someone like to add to that?

* How do you know that?

* Do you have evidence to support that? or What evidence helped you?

* Why do you think that? or Say more about that.

* Take your time – we’ll wait.

*Is there anything in the text that made you think that?

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Talk Moves during small groups

* How does that help us answer our question(s)?

* What patterns are you noticing in your evidence?

* What are you finding?

* What claim can you make based on the evidence?

* Is there a different claim that explains better?

*Does it always work that way?

* Given your results, what do you predict will happen next?

* What does that remind you of?

* What surprised you?

*What do you wonder?

Use these instead of “How is it going?”, “What are you doing?”.11/13/2018 8

Role of the teacher• Monitor student thinking and support

their sense-making.

• Listen to each students’ contributions.

• These strategies are a scaffolding approach with the teacher’s role gradually fading until the students can answer with a reason for their thinking or “why” without being prompted.

“Because I saw …… I think….”11/13/2018 9

Independent *all student

Gradual release*mostly student

Guide*mostly teacher

Model*all teacher

Benefits to Group Work

• Allows teacher to monitor thinking

• Allows for the more timid students to share more

• Effective for ELL students

• Allows them to practice using and hearing science language with peers

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Science TrainingLearn how to implement Claims, Evidence, and

Reasoning using the HMH Curriculum.

December 3rd

3:30 – 4:45 in room 16-207Training by: Nicole Blanco, Marcy Grauer, Susan Vinson

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