Science

ADI gives students opportunities to figure out ​how things work or why things happen.

We developed the Argument-Driven Inquiry (ADI) instructional model as a tool for science teachers. Teachers can use ADI to transform the way they teach labs so students have more opportunities to learn how to use DCIs, CCs, and SEPs to figure out how things work or why things happen. ADI also gives students opportunities to learn how to read, write, speak, and listen in science because it makes scientific argumentation the foundation of all laboratory activities. ADI, as a result, makes classroom science more like real science for students and can help them learn more than they typically do from hands-on lab activities.

ADI is an instructional approach that can be integrated into any science curriculum.

ADI is not a curriculum. It is a way of teaching that can be integrated into any grade 3-12 science curriculum. The ADI instructional model consists of 8 stages. Each of these stages gives students an opportunity to participate in different science and engineering practices during a lab. The stages of ADI are the same for each investigation so students have an opportunity to improve over time. The 8 stage structure of ADI also makes it easy for schools or districts to adopt it as a way to increase student achievement in science or literacy because it can be used across grades and content areas.

Research-based and ​developed ​inside actual classrooms.

We developed ADI using current research about how people learn science and recent recommendations for improving laboratory instruction. We also field-tested and refined this instructional approach inside numerous classrooms as part of our research projects. If you are looking for a way to give students more opportunities to learn how to “figure things out” inside the classroom instead of just “learning about things” in science, ADI provides a way for you to make this shift.

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We have developed books for teachers which support the use of Argument-Driven Inquiry in classrooms. Books include investigation handouts, peer review guides, scoring rubrics, investigation proposals, and formative assessment questions that can be photocopied and and given to students for use during investigations. The books also include extensive teacher's notes which support teachers as they prepare to use these investigations in their classrooms by providing content background, suggestions for implementation, and information about state standards.