This session is an introduction to a new approach to lab instruction called Argument-Driven Inquiry (ADI). ADI is an innovative instructional model that is based on current research about how people learn science and is designed to foster the development of science proficiency. ADI gives students an opportunity to learn how to use core ideas, practices, and crosscutting concepts of science to make sense of natural phenomena. This instructional approach also gives students an opportunity to learn how to read, write, and speak in the context of science. In this session, participants will learn about the stages of the ADI instructional model, how it was designed to address the shortcomings of current laboratory experiences, and how it helps students develop discipline-specific literacy skills.
High School Science teachers
No prior registration required.
Currently a PhD candidate at UT Austin, Jennifer taught high school for 10 years before providing professional learning and coaching for the Central Texas region. Specialties include implementation support for Argument-Driven Inquiry and assisting educators in scaffolding for student success. Her research centers around English Learners in Secondary Science.