Claims, Evidence, Reasoning Transcript
ANTOINETTE PIPPEN [sync]
00:00:01 When we make claims, what do we need to follow those claims with?
Claims, Evidence, Reasoning Transcript
ANTOINETTE PIPPEN [sync]
00:00:01 When we make claims, what do we need to follow those claims with?
BLONDE GIRL IN BLUE
00:00:05 With evidence from the picture or text and reasoning.
00:00:11 [TITLE: Claim – Evidence – Reasoning]
[TITLE: A Classroom Strategy]
ANTOINETTE PIPPEN
00:00:15 CER – claim, evidence, reasoning. This is making a claim, finding the evidence, giving the reasoning. If they have that understanding, then they’re able to construct very well substantiated arguments.
ANTOINETTE PIPPEN [sync]
00:00:32 Which one of these do you think is most scientific? So, your claim is your answer to this question.
00:00:39 [TITLE: STEP 1 – CLAIM]
[TITLE: Students state an opinion about the art]
GIRL WITH SIDE BRAID
00:00:41 I think the most scientific painting is the first row, third column because you could easily tell what the type of animal is.
ANTOINETTE PIPPEN
00:00:52 In a CER format of discussion, students make a claim – their opinion or observation – then they point out the exact details, something that’s directly in the text, in the picture, or in the book, that are evidence for their claim.
00:01:09 [TITLE: STEP 2 – EVIDENCE]
[TITLE: Students describe the details they see]
GIRL IN BLUE WITH BRAID
00:01:11 I also think that image is the most scientific. That’s the one that has, like, the most insects or other, like, more scientific properties.
ANTOINETTE PIPPEN
00:01:25 Typically, they were able to make a claim, give some evidence. But the reasoning is where a lot of them struggle. The reasoning is how logically does this evidence actually support my claim. It’s taken a lot of work to push them to say, “Okay, how do these details specifically support your claim?”
00:01:45 They’re really working on that reasoning component.
00:01:47 [TITLE: STEP 3 – REASONING]
[TITLE: Students provide a logical explanation of how the evidence supports their claim]
ANTOINETTE PIPPEN [sync]
00:01:49 So, remember, your evidence has to come directly from the artwork. But wait a minute because you need to think about your reasoning. That’s going to take a minute to ponder. Why does this evidence support your claim? Why should somebody agree with you?
ANTOINETTE PIPPEN
00:02:06 And it does take a lot of modeling and a lot of conversation, hearing other students. They are becoming much more cognizant, but it’s- it’s taken a lot of practice.
GIRL IN PURPLE
00:02:17 I think it is scientific because maybe it was a piece of paper from a journal and it was ripped out. I say that because it has writing on it.
ANTOINETTE PIPPEN
00:02:27 Making a claim, giving evidence, and then providing reasoning – getting all those three together, the trifecta of argument, has really been a challenge for them, but they are becoming much more competent at taking their positions and making their case for their opinions.
00:02:55 ***FILE END***
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