Below are two lists of compiled resources for virtual teaching and argumentation and discourse in the science classroom. The compiled lists of resources are a Google document with external links to each resource. We have selected a few key resources from each list for teachers below the compiled lists that link directly to the resource for easier access.
The lists were last updated in Spring 2021, for questions about the lists or to add resources to either list please contact email@example.com.
These resources are select resources from the list of Argumentation Resources above that we think are particularly useful for teachers looking for strategies in the science classroom.
The Accountable Talk® Sourcebook is an extensive introduction to the purposes of Accountable Talk and the classroom practices that promote Accountable Talk discussions at all grade levels. Accountable Talk has been shown to result in robust academic achievement for students of all economic, social, and linguistic backgrounds.
Talk Science Primer by Sarah Michaels and Cathy O'Connor from TERC.
The Argumentation Toolkit is a collection of resources designed to help teachers understand and teach scientific argumentation (Lawrence Hall of Science, Berkeley/Boston College).
These resources are designed to help educators foster student talk in the science classroom. This document is best used with STEM Teaching Tool #35 found at stemteachingtools.org/ brief/35. This resource contains the Idea Coaching protocol.
The Ambitious Science Teaching Framework provides 4 Core sets of teaching practices. It is based on research that investigates the following question: “What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?”
Science discourse primer document from The Ambitious Science Teaching Framework.
This short course is designed to help educators think about how the practice of argumentation relates to the practice of explanation, research- and practice-based strategies that can foster rich forms of student argumentation, and how argumentation opportunities can be implemented in more equitable ways (Institute for Science and Math Education, UW).
Manz argues that argumentation needs to be situated in real scientific questions and practices and makes suggestions for how to make argumentation an authentic science activity for students (Contact SEP if you're interested in the original article).
These resources are select resources from the list of Virtual Teaching Resources above that we think are particularly useful for the science classroom.
These links are for SEP teachers who are part of the kit loan program. To become a part of the kit loan program you must complete the 3 week professional development program.