The ADI Model
The Stages of ADI:
Stage 1. Identify the task and the guiding question
The teacher begins and ADI lab investigation by identifying a phenomenon to investigate and a guiding question for the students to answer. The goal of the teacher at this stage of the model is to capture the students’ interest and provide them with a reason to design and carry out an investigation. This stage of Argument-Driven Inquiry highlights the importance of asking questions in science.
Stage 2. Design a method and collect data
The teacher groups the students into small research teams. The teams are then directed to design a method (e.g., an experiment, a systematic observation, or an analysis of a large data set) that they can use to collect the data they will need to answer guiding question. The teams then use their method to collect data after the teacher approves it. This stage of Argument-Driven Inquiry gives students an opportunity to learn how to design and carry out an investigation in science.
Stage 3. Analyze the data and develop a tentative argument
Students make sense of the data they collected and then develop a tentative argument. The argument consists of the group’s claim, the evidence they are using to support their claim, and a justification of their evidence. This stage of Argument-Driven Inquiry helps students learn how analyze and interpret data, develop and use models, use mathematics or computational thinking, construct explanations, and argue from evidence in science.
Stage 4. Argumentation Session
The goal of the argumentation session is to help students revise and improve their arguments. The students therefore share their arguments and critique the arguments of their classmates. At the end of the argumentation session, each team has an opportunity to revise their arguments in order to make them better. This stage of Argument-Driven Inquiry helps students learn how to argue from evidence and how to obtain, evaluate, and communicate information in science. It also helps students develop their communication and presentation skills.
Stage 5. Explicit and Reflective Discussion
The teacher leads an explicit and reflective discussion during this stage of ADI. The discussion should focus on the content at the heart of the investigation and ways to design better investigations in the future. The teacher should also discuss one or more of the crosscutting concepts of science (such as form and function or patterns) and concepts related to the nature of scientific knowledge (such as the difference between theories and laws) or the development of scientific knowledge (such as the role of experiments or peer review).
Stage 6. Write an Investigation report
Each student writes an investigation report to share the goal of the investigation, the method used during the investigation, and the final argument. This stage of Argument-Driven Inquiry helps students make sense of the content at the heart of the investigation and learn how to analyze and interpret data, develop and use models, use mathematics or computational thinking, construct explanations, argue from evidence in science, and communicate information in science. It also helps students develop their ability to write argumentative texts.
Stage 7. Double-Blind Group Peer Review
Each research team reviews several investigation reports in order to ensure quality and to provide their classmates with the feedback they need in order to improve. This stage of Argument-Driven Inquiry helps students learn how to evaluate information in science. It also helps students develop their ability read and critique an argumentative text.
Stage 8. Revision and Submission of the Report
Students use the feedback from the peer review to revise their report. The reports are then submitted to the teacher for a final evaluation. This stage of Argument-Driven Inquiry helps students learn how to communicate information in science and how to improve their writing based on feedback they receive from others.
Stage 1. Identify the task and the guiding question
The teacher begins and ADI lab investigation by identifying a phenomenon to investigate and a guiding question for the students to answer. The goal of the teacher at this stage of the model is to capture the students’ interest and provide them with a reason to design and carry out an investigation. This stage of Argument-Driven Inquiry highlights the importance of asking questions in science.
Stage 2. Design a method and collect data
The teacher groups the students into small research teams. The teams are then directed to design a method (e.g., an experiment, a systematic observation, or an analysis of a large data set) that they can use to collect the data they will need to answer guiding question. The teams then use their method to collect data after the teacher approves it. This stage of Argument-Driven Inquiry gives students an opportunity to learn how to design and carry out an investigation in science.
Stage 3. Analyze the data and develop a tentative argument
Students make sense of the data they collected and then develop a tentative argument. The argument consists of the group’s claim, the evidence they are using to support their claim, and a justification of their evidence. This stage of Argument-Driven Inquiry helps students learn how analyze and interpret data, develop and use models, use mathematics or computational thinking, construct explanations, and argue from evidence in science.
Stage 4. Argumentation Session
The goal of the argumentation session is to help students revise and improve their arguments. The students therefore share their arguments and critique the arguments of their classmates. At the end of the argumentation session, each team has an opportunity to revise their arguments in order to make them better. This stage of Argument-Driven Inquiry helps students learn how to argue from evidence and how to obtain, evaluate, and communicate information in science. It also helps students develop their communication and presentation skills.
Stage 5. Explicit and Reflective Discussion
The teacher leads an explicit and reflective discussion during this stage of ADI. The discussion should focus on the content at the heart of the investigation and ways to design better investigations in the future. The teacher should also discuss one or more of the crosscutting concepts of science (such as form and function or patterns) and concepts related to the nature of scientific knowledge (such as the difference between theories and laws) or the development of scientific knowledge (such as the role of experiments or peer review).
Stage 6. Write an Investigation report
Each student writes an investigation report to share the goal of the investigation, the method used during the investigation, and the final argument. This stage of Argument-Driven Inquiry helps students make sense of the content at the heart of the investigation and learn how to analyze and interpret data, develop and use models, use mathematics or computational thinking, construct explanations, argue from evidence in science, and communicate information in science. It also helps students develop their ability to write argumentative texts.
Stage 7. Double-Blind Group Peer Review
Each research team reviews several investigation reports in order to ensure quality and to provide their classmates with the feedback they need in order to improve. This stage of Argument-Driven Inquiry helps students learn how to evaluate information in science. It also helps students develop their ability read and critique an argumentative text.
Stage 8. Revision and Submission of the Report
Students use the feedback from the peer review to revise their report. The reports are then submitted to the teacher for a final evaluation. This stage of Argument-Driven Inquiry helps students learn how to communicate information in science and how to improve their writing based on feedback they receive from others.