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STATE YOUR CLAIM
INCORPORATING CLAIM EVIDENCE REASONING (CER)
INTO YOUR CLASSROOM
Diana Natividad
Longfellow MS
SAISD
WELCOME!Quick Poll:How do you use a claims and evidence approach in your classroom?a) I’m still learning about it.b) I talk about it in the context of how
science works.c) Students have to write claims and support
them with evidence for some or all labs.d) We have class discussion and writing
activities that revolve around making claims and supporting them with evidence.
What is an argument in
science?
An answer to a scientific question that uses data!
Why Argumentation is Important
A way to improve both learning & engagement in science
Argumentation as scientific practice is connected to standards:A framework for K-12 science education
Why Writing is Important Writing helps students learn
It forces them to organize their thoughts and find the relationships between ideas
Writing holds ideas in place long enough for students to think about them
Writing gets all students to participate
Writing helps you (as the teacher) spot misconceptions
What is C-E-R? C-E-R is a framework that provides
scaffolding for students so that they can successfully participate in the argumentation process.
ComponentsMake a claim about the problem.Provide evidence for the claim.Provide reasoning that links the evidence
to the claim.
What does the research tell us?
Explanations are rarely a part of classroom practice
Students have difficulty using appropriate evidence and including the backing for why they chose the evidence in their written explanation
Students typically discount data if the data contradicts their current theory
During classroom discourse, discussions tend to be dominated by claims with little backing to support their claims
McNeill, Lizotte, Krajcik, & Marx, (in press)
Analyzing Student WorkTEI Curriculum
Circle claim, underline evidence, and box reasoning.
Make a claim about the problemProvide evidence for the claimProvide reasoning for your thinking
CLOSER LOOK SAMPLES
Group Work Discuss answers with your group
Come to a consensus
Share out group’s findings
Evaluate Writing with Rubric
Component Level 1 Level 2 Level 3Claim-
A conclusion that
answers the original question.
Does not make a claim, or makes an inaccurate
claim.
Makes an accurate but incomplete claim.
Makes an accurate and complete claim.
Evidence-
Analysis of scientific data that supports the claim. The data needs to be appropriate and sufficient to support
the claim.
Does not provide analysis of scientific data, or only provides inappropriate
analysis of scientific data.
Provides appropriate, but insufficient analysis of
scientific data.
Provides appropriate and sufficient analysis of
scientific data.
Reasoning-
Justification that links the claim and evidence. It shows why the data counts as evidence by using appropriate and
sufficient scientific principles.
Does not provide reasoning, or only
provides reasoning that does not link evidence to
claim.
Provides reasoning that links the claim and
evidence. Repeats the evidence and/or includes some scientific principles,
but is not sufficient.
Provides reasoning that links evidence to claim. Includes appropriate and
sufficient scientific principles.
Scaffolding
CER as a Summarizing Tool
CER as a Test Taking Skill
Reflection
Where can CER be implemented in your class?
CONTACT ME
Part of VBTA’s mission is to jumpstart a working network of teachers for
teachers… so let me know how I can help you
