This course describes ways to increase the quality of proposals and argument boards for students during stages two and three of the Argument-Driven Inquiry instructional model. In particular, the course will focus on the types of proposals and how they should be approached, and what should be included on an argument board. Participants will first look at descriptive and elementary proposals, how to help students get started with those, and the expectations for what should be in each part. In the next part of the course, participants will learn about the characteristics of hypothetico-deductive reasoning, and how that aligns with the two and three hypothesis proposals. Participants will then have the opportunity to create each type of proposal and check their work against student samples. In the next module, participants will look at characteristics of strong argument boards, including the difference between evidence and justification. They will also be given examples for the difference between the CER model and ADI’s CEJ. In order to solidify this, teachers will practice creating two whiteboards for different investigations before examining and critiquing student work and comparing it back to their own boards.

Course Curriculum

  Module 1 - Introduction
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  Module 2 - What makes a good proposal?
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  Module 3 - What Makes a Good Argument?
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  Module 4 - Wrapping it All Up
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$55

Improving Student Proposals and Arguments

Online Course