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STANYS 124th Annual Conference 
November 2 - 4, 2019

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WORKSHOP:
"Express Introduction to Argument-Driven Inquiry (ADI)" - Dr. Victor sampson


Don’t miss this incredible professional development opportunity to join us for a full day institute with Victor Sampson Monday, November 4th, at the STANYS Annual Conference. 

This special offering, “Express Introduction to Argument-Driven Inquiry (ADI)”, will:

  • run on Monday - 9:00 AM to 3:00 PM 
  • include lunch 
  • have an additional fee of $75.00  
  • have limited attendance in number and for those registered for the Conference. 

Registration for this special program is available using a separate form.

Argument Driven Inquiry Registration

Argument-Driven Inquiry (ADI)
is an 8-stage instructional approach for science investigations that can be integrated into any science curriculum. 
ADI can increase rigor by providing students the opportunity to share, critique and revise ideas throughout the laboratory experience. These types of opportunities, which make the learning environment more student-, assessment-, and community-centered, help students learn the core ideas, crosscutting concepts and scientific practices that they need to know to be proficient in science.

During this workshop, participants will experience a hands-on ADI Lab Investigation from start to finish. Throughout this workshop, participants learn how to establish productive classroom norms and routines that will help foster a classroom knowledge-building community. They will also explore why ADI can help all students develop the knowledge and skills they need to be proficient in science.

Conference Workshops:  Dr. Sampson will be presenting four workshops on Conference Saturday and Sunday in addition to the special 9 AM - 3PM workshop on Monday.

Title: Argument-Driven Inquiry in Grades 3-5: Three-Dimensional Investigations that Integrate Literacy and Mathematics

Description: ADI gives children in grades 3-5 an opportunity to learn how to use the core ideas, practices, and crosscutting concepts of science to make sense of natural phenomena. This instructional approach is designed to use science as way to help children develop literacy (reading, writing, speaking, and listening) skills and learn important mathematical concepts.


Title: Argument-Driven Engineering in Grades 6-8: Three-Dimensional STEM Design Challenges

Description: This session is an introduction to a new approach to instruction called Argument-Driven Engineering (ADE). ADE gives students an opportunity to learn how to use crosscutting concepts, core ideas from mathematics and science, and science, engineering, and mathematical practices to design a solution to a meaningful problem. This instructional approach also provides context to help students develop foundational literacy skills because they must read, write, speak, and listen in order to obtain, evaluate, and communicate information during each design challenge.

Title: Argument-Driven Inquiry in the Life, Physical, and Earth-Space Sciences: Lab Investigations for Grades 6–8

Description: Learn about Argument-Driven Inquiry and how it can help students learn how to use DCIs, CCs, and SEPs to explain natural phenomena. Argument-Driven Inquiry (ADI) is an innovative instructional model, based on current research about how people learn science, is designed to foster the development of science proficiency. ADI gives students an opportunity to learn how to use the core ideas, practices, and crosscutting concepts of science to make sense of natural phenomena.

Title: Argument-Driven Inquiry in Biology, Chemistry, and Physics: Lab Investigations for Grades 9–12

Description: Learn about Argument-Driven Inquiry and how it can help students learn how to use DCIs, CCs, and SEPs to explain natural phenomena. Argument-Driven Inquiry (ADI) is an innovative instructional model, based on current research about how people learn science, is designed to foster the development of science proficiency. ADI gives students an opportunity to learn how to use the core ideas, practices, and crosscutting concepts of science to make sense of natural phenomena.


ABOUT VICTOR SAMPSON

DR. VICTOR SAMPSON researches how students participate in argumentation in the context of science, engineering, and mathematics and ways to make the interactions that take place between students, materials, and ideas more productive in terms of learning.

His current work focuses on

  • the ways students support, evaluate, and revise ideas when attempting to develop explanations or solutions to problems
  • group and individual meaning making during episodes of argumentation
  • the development of innovative instructional materials and strategies
  • how to support teachers in making classroom instruction more equitable and inclusive.

Dr. Sampson teaches both undergraduate and graduate level science education courses that focus on how people learn, instructional design, and assessment. He has published numerous articles, book chapters and books related to these issues. He has received several awards for his scholarship, including the 2008 National Association for Research in Science Teaching Outstanding Dissertation award and the 2012 National Association for Research in Science Teaching Early Career award.



Contact information:
STANYS
P.O. Box 2121
Liverpool, NY 13089

webmaster@stanys.org


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