Wednesday, December 2, 2009

Module 9: Showing Evidence

In this module, you learned about the argumentation in the classroom and you explored the Showing Evidence Tool. You also used it to create an activity for your classroom.

 
As you reflect on the activities you completed in this module, please answer the following question:
  • How can I help students build well-constructed arguments?
  • How can Showing Evidence promote communication and collaboration in my classroom?

 
Once you have posted your thoughts, reply to the post of at least one other participant. You may ask them a question, comment on their good ideas, or even disagree (respectfully), as long as you are saying more then just, "I agree" or "Good job". Before entering your comments, please make sure to start with the person's name you are replying to, such as "@ Melodie" or "To Melodie".

25 comments:

  1. The best way to help my students begin to build well thought out arguments is by modeling that process for them. It's important to help them see how we, as adults, talk through the thinking process. I would also have to help them understand the concept of 'building an argument'. They may not initially understand that an argument does not have to be a negative experience. The Showing Evidence tool would allow students to begin to see that an argument can be an appropriate way to communicate and defend one's ideas and beliefs. It also provides them with opportunities to explain their reasoning. They can learn how to respectfully discuss their ideas. They may have to learn about the whole "agree to disagree" concept that will not only help them with higher level thinking, but also with their social skills. They have to learn skills to work with others!

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  2. Students can create a well-constructed argument by building background on the topic prior to making their argument. If a student understands something fully, it becomes much easier to justify a claim.

    The showing evidence tool can promote communication and collaboration in my classroom by having students analyze experiments in science and draw conclusions. Students will also need to understand different perspectives. I can’t really see my class using this as often as say visual ranking and seeing reason.

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  3. To Bethany-
    I agree with you that the visual ranking and seeing reason tools will be easier for us to incorporate in our classrooms. I'm trying to figure out how we might use the showing evidence as we work through our Earth Materials FOSS kit???

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  4. For my kindergarteners, modeling, thinking aloud and teaching/learning a simplified step-by-step process for argumentation seems essential. We will need to learn about determining the reliability of sources, respectfully disagreeing (or agreeing), and not taking things personally. Having students explain/justify their thinking, statements, and behavior on a daily basis could be good practice in the interim.

    Having student justify themselves, explaining "why" will certainly increase communication in my classroom and give students an opportunity to hear other opinions and begin "rating" the information. The tool itself is too complicated for my particular classroom, but the learning underlining skills and processes opens opportunities for more collaborative work.

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  5. To Talia, modeling and talking through the thinking process is a major element in my kinder classroom. I do, we do, you do! I also agree with your comment about students learning to talk and communicate with each other in a respectful and positive way. Hopefully, as we implement ideas such as showing evidence in the primary grades, students will come to you thinking and communicating more effectively.

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  6. Building evidence has to include modeling that process for the students.I can see that steps will have to be taken to demonstrate how to view "reliable" resources on the net as well as distinguish fact from opinion.

    Always, students will have to explain the "why" and "where" the got their information and why they chose their argument.

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  7. To Jill
    I have been amazed as to how well kinders catch on to justify why they choose books in the library, so I can see how they may catch on to the more complicated "argument".

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  8. To Jill,

    I completely forgot to write about modeling and thinking aloud. These are great tools to help students learn "how to think". Respectfully disagree can also be a challenge (not only for young children, but even for adults). This is a great life lesson!

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  9. Students need to know the pros and cons of a topic and they need to have creditable knowledge or proof to back their ideas. In teaching students about persuasive essays I have seen first hand how hard it is for students to create arguments and base their ideas on credible thoughts. Well if a teacher starts by giving the students the proof and then allows the students to organize the information to create their point, that eventually the student will get better at creating their own proof for their own ideas.

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  11. I help students build well-constructed arguments by giving them the tools to find pro's and cons in situations. I can help them build constructive arguments throughout class and have them answer higher level thinking questions.
    Showing evidence can be a visual tool that helps students to see the pros and cons in a situation.

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  12. Jill I thought that you made an important point that modeling is what works for kinder students. I think for my students as well they need to see the process a lot before they catch on.

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  14. etcheverry
    How would you help them build those arguments? I have seen teachers use graphic organizers as a tool to help students format their thoughts

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  15. I help students create good arguments by using the data they generate in science labs. Having them put specific data into a conclusion to base their agrument on whether their hypothesis is right or wrong.

    The seeing reasoning tools allows students to back up their arguments using good research. It allows them to also see the other side of an argument.

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  16. I can see us using this tool in our presentation. And I know we have it in our presentation.

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  17. This tool was very helpful to see how students were thinking. It also brought about conversation which showed the depth of their thinking on the subject.

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  18. Ms. Quarles
    yes students should know pros and cons and able to tell the difference

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  19. Jill, I think that students of all ages benefit from modeling and learning to disagree. Thank you for reminding this angle of using the tool.

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  20. How can I help students build well-constructed arguments? I need to teach them the important skill of understanding the difference between fact and opinion. Once kids understand that they can begin to build solid arguments.
    How can Showing Evidence promote communication and collaboration in my classroom? Writing persuasive papers is part of 5th grade curriculum. This would be a great way to kick off that unit!

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  21. to Etcheverry & Odom:
    I like how you teach the pros and cons! I think that definitely helps them to understand facts as well.
    I agree about modeling processes! It is key to getting that product that you wanted from your kids.

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  22. How can I help students build well-constructed arguments? I believe that this will need to be modeled in the classroom first. I would show my students my expectations on how this should be done, then send them on their own.
    How can Showing Evidence promote communication and collaboration in my classroom? I believe that the NIKE phrase, "Just Do It" is the best way to promote communication and collaboration in the classroom.

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  23. To Austine: I really like the fact that you allow students to choose pros and cons by giving them the tools they need to do so.
    I also agree with the fact when you stated that giving the students a visual tool is very beneficial too!

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  24. To Talia: I agree with you when you stated that teachers must first model for their students the process in which they want them to do.

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  25. to Ms. Etcheverry
    I agree students need to understand both sides of the argument. So many times they are emotional about a topic but never understand or see the other point of view.

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