The "Argument Driven Inquiry to Promote Understanding of Important Concepts & Practices in Biology" was very formative in giving a direct step by step example of how to carry out the ADI in a classroom. I feel that it's important for students to engage in this sort of learning because it allows for students to experience a different approach to the typical lecture style teaching they often encounter, especially in urban school settings. My only reservation about ADI is how can it be wholeheartedly implemented with the constant restrictions teachers are faced. I don't seem as if that I'm not being a team player with the paper, but it's important to think about those types of things.
In the second reading, "Engaging Students in the Scientific Practices of Explanation and Argumentation", I was relieved to get a
more concise different soon between explanation and argumentation. The examples that were given were also extremely helpful because for novice instructors, such as myself, it's important to have various examples that can show how to engage students in this type of dialogue.
I know my blog for this week is extremely different from other weeks, but I was more than intrigued with the premise behind the reading and the content. Just wanted to drop a short blurb about my thoughts.
Tell me what you think!
Awesome, that you enjoyed the readings so much, I did too! I love reading the scripts between the students and I think this shows a very important perspective into the thought process not just of a single student but of a class collectively (and sometimes, the students individually as well). We have been talking a little bit about what a clinical interview might look like if done with several students. Before reading this, I had not thought yet about the concept of having the students perform these interviews with each other (whether or not they know it in the situation).
ReplyDeleteI agree that the ADI asks very much of teachers considering the curriculum restraints. We likely will never have that many class periods to adequately cover the material needed. I look forward to discussing this more when we talk about this in class.
I also found the second reading refreshing. Readers were given a first hand account of what success looks like. I found especially in the potion of this reading when Amy Ivan and Jenny discussed the topic of condensation students went from thee very vague definitions with spotty logic to one clear breathable definition that encourage dialogue. To often teachers/students become so test and grade oriented that the actual purpose of coming to school or class he gaining and retaining of the knowledge falls by the wayside. through peer review students learn how to learn an teach . They are also exposed at an early age to the different learning styles present which makes them better human beings as well.
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