Integrating Science and Literacy in Middle and High School Classrooms with Argument-Driven Inquiry

This session is an introduction to a thoughtful and explicit approach to integrating inquiry-based science and literacy called Argument-Driven Inquiry (ADI). ADI is based on current research about how people learn and is designed to make learning experiences more rigorous and equitable. Rigorous work presses learners to go beyond what they currently know and can do. A rigorous learning experience gives students an opportunity to use core ideas, crosscutting concepts and the practices of science to figure out natural phenomena. Equity means providing all students, rather than a select few, with a fair opportunity to learn. It also means doing everything possible to ensure that every student feels like their ideas and participation are valued because they have unique life experiences and ways of talking or thinking that is useful for figuring out how or why something happens. Equitable instruction teaches all students to see themselves and others as knowers and doers of science. In this session, participants will (1) learn the stages of the ADI instructional model, (2) see examples of use their own ideas and way of communicating to talk, read, and write in the service of sense-making, and (3) discuss ways to support students as they learn to use the core ideas, crosscutting concepts, and practices of science, (4) and how it is aligned with the NGSS, CCSS-ELA, and CCSS-Mathematics.

Target Audience

Middle School (6-8), High School (9-12)


9:00 AM - 10:00 AM

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  • Argument-Driven Inquiry
    Victor Sampson

    Dr. Victor Sampson is an Associate Professor of Science Education at the University of Texas in Austin. He is also the co-founder and Chief Innovation Officer at Argument-Driven Inquiry. Dr. Sampson received his Ph.D. from Arizona State University in 2007 and is an expert in STEM education, education theory and practice, educational research, and the development of new instructional models and materials. He also has expertise in the design and development of new educational apps. He has received several awards for his scholarship, including the 2008 Outstanding Dissertation award and the 2012 Early Career award from the National Association for Research in Science Teaching.


  • Argument-Driven Inquiry
    Carrie Burt