See how a second-grade classroom flexibly uses scaffolds to support the co-development of students’ scientific arguments and models. Scaffolds include zoom-in models and a variety of sentence stems that prompt for integration of evidence, reasoning, and/or causal thinking.
Scaffolds can promote students’ full participation in scientific activity, like the young students generating and supporting claims rooted inside of developing explanatory models here. This is part of dismantling barriers and gatekeepers that limit who participates in science and how.
Read more about the CER framework (claims, evidence, reasoning) and a fifth-grade example here: McNeill, K. L., & Martin, D. M. (2011). Claims, evidence, and reasoning: Demystifying data during a unit on simple machines. Science and Children, 48(8), 52-56.
https://www.youtube.com/watch?v=Pr1UMKXnJZA...
How teachers can engage their students in collaborative storytelling as a way to enact reciprocal teaching.
In this reflective writing, teacher Andrew...
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