Research and Science

2.0 PSC1—The student will recognize or recall specific vocabulary (for example, alternative, claim, counterclaim, credible, grounds, precise, reasonable, relevant, valid) and perform basic processes such as: • Identify reasons from a text or other sources that support a claim. • Describe the grounds and backing that support a claim. • Describe any qualifiers for a claim. • Describe how closely several counterclaims mirror a claim’s purpose. • Annotate passages of a text or source which support either a claim or counterclaim. • Describe how the evidence for a claim could refute a counterclaim. PSC2—The student will recognize or recall specific vocabulary (for example, context, evidence, inference, sufficient, textual evidence) and perform basic processes such as: • List main ideas in a text or other sources that support a claim. • Explain how a text’s context can inform inferences about the text. • Rank evidence according to relevance for the claims in a text. • Explain what the evidence for a claim specifically illustrates or proves. • Identify any subtopics, ideas, or conflicts the evidence collected for a claim does not address. PSC3—The student will recognize or recall specific vocabulary (for example, appeal to authority, deductive, fallacy, premise, reasoning, red herring) and perform basic processes such as: • Describe how reasons and evidence support a claim. • Describe what conclusions the reasons and evidence for a claim suggest. • Explain what makes an argument valid or invalid. • Describe the relationship between a premise and a conclusion. • Provide examples of valid and invalid arguments. • Rewrite the argument of a text as a set of premises and a conclusion. 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content 1.0 With help, partial success at score 2.0 content and score 3.0 content 0.5 With help, partial success at score 2.0 content but not at score 3.0 content 0.0 Even with help, no success Source: © 2016 by Marzano Resources. Adapted with permission.

Metacognitive Skills

Metacognition is the awareness of one’s own thinking and learning. Metacognitive skills entail a person reflecting on and improving his or her thinking. Metacognitive skills are directly related to self-regulation and executive function (Hammond, 2015; Marzano, 2010, 2017; Osher et al., 2018). Students can learn, practice, and improve their metacognitive habits in order to improve their learning, studying, and thinking skills. When learners think about their thinking, they are more capable of self-improvement. Metacognition helps people perform mental and physical