This session is an introduction to an approach to instruction called Argument-Driven Inquiry (ADI). ADI is an instructional model that gives students an opportunity to learn to use core ideas, crosscutting concepts, and practices of science to figure out how or why a natural phenomenon happens. This instructional approach also gives students an opportunity to use disciplinary literacy practices (reading, writing, speaking, and listening) because students must obtain information, share and critique potential explanations through talk, and communicate what they figured out through writing. In this session, participants will learn about the stages of the ADI instructional model, and how teachers can use this model to create lessons that allow students to become “knowers and doers” of science while they develop their reading, writing, and speaking and listening skills in the context of a meaningful and realistic sense-making task. Participants will also have a chance to experience an example of an ADI investigation that invites them to explain a natural phenomenon (a video of several wolves traveling in a group) and see examples of student thinking. The agenda for the presentation is: • A discussion of “key features” of learning environments that promote and support student learning (10 minutes) • An overview of the ADI instructional model with opportunities for participants to experience different stages as students would and see examples of student thinking during an investigation (50 minutes) • Questions and suggestions for learning more (5 minutes) The presentation will give teachers an opportunity to participate in the same sort of rich, and meaningful learning that current academic standards require. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and possibly challenge their beliefs about teaching and learning. The presenter, therefore, will guide the participants in a series of focused, small-group activities that are structured like a typical day’s lesson using the ADI instructional model, allowing teachers to experience instruction as student do in a classroom.
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.