Claims Evidence and Reasoning in Math and Science "C-E-R"

How will students learn? 

There will be several ways to interact with me in an online class: through synchronous interaction and asynchronous interactions.

Here are some examples of ways I will engage in synchronous interactions:
Live course orientation. 

Synchronous online meeting. 

How will they interact with myself and each other?

I will use the gradual release method of teaching: " I do, we do, you do" 
- First, I demonstrate how to do it (using several examples).  
- Next, the students do some problems along with me.
- Finally, they complete some problems on their own that I will check for accuracy and give more guidance if needed. 

How is class time structured?

The material taught in an online course follows a structure. Just like a traditional course, students start at the beginning of the education objectives and progress through the coursework. They move from the most introductory topics the class covers to the most advanced.

What topics will be covered?

Day 1: Introduction to Claims, Evidence, and Reasoning
Objective: Introduce students to the concept of claims, evidence, and reasoning and understand their importance in making logical arguments.

Start the lesson by discussing the difference between a claim, evidence, and reasoning.
Provide examples of claims and ask students to identify the evidence and reasoning that supports or refutes the claims.
Engage students in a class discussion to highlight the significance of evidence-based reasoning in constructing persuasive arguments.

Day 2: Evaluating Evidence
Objective: Teach students how to evaluate the quality and reliability of evidence.

Begin by explaining the different types of evidence, such as statistical data, expert opinions, anecdotes, and research findings.
Present students with a variety of sources (articles, videos, websites) that present conflicting evidence on a particular topic.
Guide students through a process of critically evaluating the credibility, relevance, and bias of the sources.
Engage students in group activities where they discuss and debate the strength of evidence provided in different sources.

Day 3: Constructing Strong Claims
Objective: Help students develop the skills to formulate clear, concise, and well-supported claims.

Teach students the characteristics of a strong claim, such as specificity, relevance, and arguability.
Provide examples of weak claims and guide students in revising them to make them stronger.
Conduct a group activity where students generate claims on various topics and justify their choices with evidence and reasoning.
Facilitate a class discussion to reflect on the importance of strong claims in persuasive communication.

Day 4: Supporting Claims with Evidence
Objective: Enable students to identify and gather relevant evidence to support their claims.

Introduce different methods of gathering evidence, such as conducting experiments, analyzing data, interviewing experts, or researching credible sources.
Assign students a specific claim and ask them to find evidence to support it.
Provide guidance and resources for students to locate reliable information and evaluate its relevance to their claims.
Encourage students to document their sources accurately and discuss the credibility of the evidence they gather.

Day 5: Constructing Reasoning
Objective: Teach students how to develop logical reasoning that connects their claims and evidence.

Explain the importance of reasoning in connecting claims to evidence and forming a coherent argument.
Introduce logical reasoning structures, such as deductive and inductive reasoning, cause and effect relationships, analogies, and counterarguments.
Provide examples and guide students in constructing reasoning that logically supports their claims using the evidence they gathered.
Engage students in peer reviews, where they analyze and provide feedback on the reasoning of their classmates.

Day 6: Applying Claims, Evidence, and Reasoning
Objective: Allow students to apply the skills they have learned by constructing and presenting their own arguments.

Assign students a real-world problem or controversial topic and ask them to formulate a claim, gather evidence, and construct reasoning to support their argument.
Provide opportunities for students to present their arguments to the class or engage in debates.
Encourage critical thinking and respectful questioning by allowing classmates to challenge each other's claims, evidence, and reasoning.

Conclude the lesson by reflecting on the importance of claims, evidence, and reasoning in forming well-supported arguments.