How the four design criteria unfolded in the video just watched:
Design Criteria #1: Include a clear guiding question
- Although not explicitly articulated in the video, the task was grounded in the guiding question – Which option gives you more energy for exercising: 1) eating a lot of food before exercising, or 2) eating small amounts of food more frequently while exercising?
Design Criteria #2: Include multiple potential claims
Students considered which of two claims is better supported by their evidence:
- Abdi’s claim – Eating a lot of food before you exercise will give you more energy than eating small amounts of food during exercise
- Desiree’s claim – Eating small amounts of food more frequently during exercise will give you more energy than eating a lot of food before you exercise
Design Criteria #3: Necessitate the use of evidence
Students gathered evidence from a metabolism simulation, which they needed to use to answer the guiding question
Design Criteria #4: Encourage student-driven argumentation
Students led and carried out the argumentation task, debating over which claim was best supported by their evidence. The teacher was not involved in the task.