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This web seminar took place on December 17, 2012, from 7:30 p.m. to 9:00 p.m. Eastern Time. The presenters were Jay Staker and Dr. Lori Norton Meier. In this program Mr. Staker and Dr. Norton Meier discussed new ways to make hands-on science activities more inquiry friendly and learner centered.
In this web seminar the presenters talked about the connections between learning and argument. They asked participants to define teaching and learning, as well as argument and explanation. Participants then had a chance to practice developing claims and evidence by completing an exercise in which they solved a murder mystery. The presenters then described the vital link between science and language and provided details about the Science Writing Heuristic (SWH) approach. They shared a lab activity and strategies for using SWH in the classroom.
Seminar participants received an NSTA SciGuide. A certificate of attendance was deposited into participants' My PD Record and Certificates area in the NSTA Learning Center for completing the evaluation form at the end of the program.
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To view the presentation slides from the web seminar and related resources, visit the resource collection. Continue discussing this topic in the community forums.
Below are comments from individuals who attended the seminar:
A certificate of attendance was deposited into participants' account page for completing the evaluation form at the end of the program.
For more information contact: [email protected]
Dr. Lori Norton-MeierJay Staker
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Claims, evidence, and Reasoning in the classroom
In this web seminar, the facilitators discuss the relationship between teaching and learning. They address the basic definitions of what a claim, evidence, and reasoning (CER) are. They begi... See More
In this web seminar, the facilitators discuss the relationship between teaching and learning. They address the basic definitions of what a claim, evidence, and reasoning (CER) are. They begin by offering an example scenario in which the facilitators help guide the audience through the steps that would be involved using CER strategies. Using a questioning technique, the audience is guided through the CER process, offering examples of how students might offer information. They call this process the “Science Writing Heuristic” (SWH). The chart showing the differences between traditional teaching format and the SWH format are listed and is excellent. It then begins discussing how to implement instruction using this format. Again, it offers more examples of investigations with comments dealing with the modeling being viewed. I found this web seminar using CER in the classroom to be an excellent resource for the beginning the implementation of this process.
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