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Claim Evidence Reasoning

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Sara Yeh

on 26 July 2015

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Transcript of Claim Evidence Reasoning

Claim Evidence Reasoning
Presented by Sara Yeh
and Brad Joplin

How can it bring relevance to my students' learning?
Try it out...
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:
1. Asking questions (for science) and defining
problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational
6. Constructing explanations (for science) and
designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating and communicating
Gives students a process by which to explain and analyze data and draw conclusions
Provides a framework for justification of claims
Leads to deeper learning
Promotes collaboration, problem solving and critical thinking
How have we used it in our classrooms?
Discuss what CER is
Give it purpose
Explore applications of CER
Practice it
What is it?
Warm Ups
Lab Responses
Data Analysis
Email me for access to a Dropbox CER Folder containing too many resources.
"Always Formative." <i>: Claim Evidence Reasoning</i>. Web. 9 Feb. 2015. &lt;http://alwaysformative.blogspot.com/2012/04/claim-evidence-reasoning.html&gt;.

Buckholtz, Elizabeth. "Claim Evidence Reasoning NOW Symposium." Professional Development. Toledo School District. , . . Lecture.

"Claims, Evidence, and Reasoning: How to Write a Scientific Explanation." Web. 6 Aug. 2014. https://docs.google.com/presentation/d/1sw6uY-Lpm_162rUwaSDFqG1PL7za0_c93szqZ0msodY/mobilepresent?pli=1&slide=id.g238f4ab0_0_47.

Brusnell, Eric. Designing Science Inquiry: Claim Evidence Reasoning = Explanation." Edutopia. 25 Sept. 2012. Web. 6 Aug. 2014.>.

"Designing Science Inquiry: Claim Evidence Reasoning = Explanation." <i>Edutopia</i>. Web. 8 Nov. 2014.

Hillocks, Jr., George. Teaching Argument Writing, Grades 6-12. 1st ed. Portsmouth, NH: Heinemann, 2011. Web. 9 Feb. 2015.

&lt;http://www.edweek.org/media draft_standards_for_reading_writing_communication_7-14-09.pdf&gt;. Web. 8. Feb. 2015
“Recognize that
knowing a lot of stuff won’t do you much good, unless you can do something with what you know by turning it into an argument.” Gerald Graff
“The ability to frame and defend an argument is particularly important
to students’ readiness for college and careers."
National Governor’s Association Center for Best Practices
and the Council of Chief State School Officers

Session Plan
How have others used it in their classrooms?
"Slip or Trip?"

At five-feet-six and a hundred and ten pounds, Queenie Volupides was a sight to behold and to clasp. When she tore out of the house after a tiff with her husband, Arthur, she went to the country club where there was a party going on.

She left the club shortly before one in the morning and invited a few friends to follow her home and have one more drink. They got to the Volupides house about ten minutes after Queenie, who met them at the door and said, “Something terrible happened. Arthur slipped and fell on the stairs. He was coming down for another drink—he still had the glass in his hand---and I think he’s dead. Oh, my God---what shall I do?

The autopsy conducted later concluded that Arthur died from a wound on the head and confirmed that he’d been drunk.

Try it out...
Full transcript