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Argumentation from Evidence

Secondary Session 1

Building Student Sense-Making Through Disciplinary Literacy

CA NGSS Statewide Implementation

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ZOOM NORMS�

Put yourself on MUTE unless you are speaking.
Be respectful of others. Take turns speaking by “raising your hand” and waiting for the facilitator to call your name. Keep comments and sharing concise.
Use the “Chat” feature to ask questions.
Be present and stay engaged
Video on when possible. Kids and pets are always welcome to make guest appearances.
Name (First & Last).

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This session was created by:

Joseph Calmer, High School, Tustin Unified School District

Meredith Casalino, Orange County Department of Education

Laura Henriques, California State University, Long Beach

Nathan Inouye, Ventura County Office of Education

Channon Jackson, Alameda County Office of Education

Janet Lee, Gilroy High School, Gilroy Unified School District

Yvette Mezzanatto, Crestmore Elementary, Colton Joint Unified School District

CA NGSS Statewide Implementation: Building Sense-Making 5.* Argumentation

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Janet Lee
Joseph Calmer
Nathan Inouye
Laura Henriques

Today’s Presenters:

Kelly Kveton, Joshua Gagnier, Heather Parker, Kaleigh Felisberto, Christina Miramontes

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Welcome & Who’s in the room?

Whole group:

Name
What’s your position? What do you teach?

Add to the Zoom CHAT:

What do you hope to gain in this professional learning series?

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Zoom Chat

Main Room:

Set up Zoom Poll

Zoom Poll: (potentially an alternative polling software?)

What is your role/position?

Middle School Teacher
High School Teacher
Teacher on Special Assignment (TOSA)
Administrator
Post-Secondary Faculty
County Office
Other (Curriculum Developer, Informal, etc…):

What do you teach? Select the one you identify most with.

Grade 6 Integrated
Grade 6 Discipline-Specific
Grade 7 Integrated
Grade 7 Discipline-Specific
Grade 8 Integrated
Grade 8 Discipline-Specific
HS Living Earth/Life Science/Biology
HS Chemistry of the Earth Systems/Chemistry
HS Physics of the Universe/Physics
HS Earth Sciences
Integrated Sciences (I, II, III, IV, etc…)
Environmental Science
Other

Display Slide 4

*Ask participants to unmute and share their name and where they teach or work (if you have a small group). If you have a large group, ask them to share their role in the Zoom Poll. Launch the Zoom Poll and Share Results. Highlight the patterns in the results.

[Trainer Note: Please limit people to just giving their name a place of work and grade level. The group will be spending two full days together so it is worth time to do whole group introductions. Participants will also get a chance to get to know each other during breakout rooms]

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Overall (Big Picture) Learning Goals

Deepen understanding of 3 dimensional sensemaking.
Reflect on promoting a positive classroom culture and the findings from How People Learn I & II.
Experience and plan for the implementation of the four phases of classroom scientific argumentation.
Collaborate with a community of practice.

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Display Slide 5

The session goals include participants will

Reflect on research from How People Learn I & II.
Deepen understanding of 3 dimensional sensemaking.
Experience the four phases of scientific argumentation.
Plan for classroom implementation of the four phases of scientific argumentation.
Collaborate with a community of practice.

Expanded Argumentation Session Outcomes:

Deepen understanding of the practice of scientific argumentation for student sense-making
Experience protocols/strategies/instructional routines for supporting the evaluation of data and other sources as evidence for a scientific argument about a phenomena
Understand a process for evaluating data and other sources as evidence for a scientific argument about phenomena
Communicate evidence-based conclusions
Collaborate with others and plan for how they might implement protocols/strategies/instructional routines for supporting students’ development of argumentation.

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Accessing Session Resources, Activities, and Handouts

Padlet: See the chat for the URL
Electronic Hyperlinked Agenda & Notetaking Guide
Hyperlinks in Zoom Chat

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Virtual Engagement Routines

Participate in Chat
Respond in Polls
Small Group Discussion in Breakout Rooms
Share Ideas on Google Slides
Asynchronous Google Form
Write in Notetaking Guide and Read actively
Ask Questions in Chat and/or Digital Parking Lot

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Digital Parking Lot Questions

Zoom Chat

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Session Learning Pathway

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Student Discourse

Argumentation

Notebooking

Using Text

Change/Refine Instruction

Jan-Mar 2022

Aug 2022

Jan-Apr 2022

Mar-Apr 2022

Mar-Jun 2022

Building Student Sensemaking

Through

Disciplinary Literacy

Teach in Classroom and Gather Student Work

Looking at

Student Work

Follow Up #1

Online

Looking at

Student Work

Follow Up #2

Online

Plan for

Instruction

and Identify

Expected Student Responses

Compare Expected Student Responses

April 28 from 4:00 - 5:30

Student Discourse in the Science Classroom • Building Students Sense-Making in Science Through Disciplinary Literacy, CA NGSS Statewide Implementation Professional Learning #1

Display Slide 8 (Session Learning Pathway). Inform participants that by attending this session they started a pathway of learning in a community of educators that will span for the remaining of the school year and into the beginning of the next year. Point out to that one of the outcomes of this session is to plan for instructional strategies to try out in the classroom and plan to collect evidence of student work (yellow arrows). That student work and responses will be discussed with colleagues during two follow up online sessions (orange arrows).

participants will engage in their strand learning tools and processes to address disciplinary literacy.
Participants will return to their classroom to try several tools and processes they learned with their students. They will gather student work.
Participants will next participate in an on-line follow up session to share the student work and analyze the impact of the strategies on student learning. Participants will then refine what they want to try next in their classroom.
Participants will return to their classroom to try their refined ideas and gather student work.
Participants will next participate in another on-line follow up session to share the student work and analyze the impact of the strategies on student learning. They will discuss next steps for them and their students.

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Session I

What is Argumentation from Evidence?

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Session 1 Goals

Define what scientific argumentation is and how it relates to student sense making.
Reflect on promoting a positive classroom culture and the findings from How People Learn I & II.
Experience protocols/strategies/instructional routines for gathering and interpreting data for a scientific argument about a phenomena by speaking, listening, reading, and writing.
Collaborate with a community of practice.

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Display slide 10

This is transition slide. Describe goals of this session with a focus on gathering and interpreting evidence for scientific argumentation. You can also remind participants that these are posted on the headings of the note taking guides.

Deepen understanding of 3 dimensional sensemaking.
Experience protocols/strategies/instructional routines for gathering and interpreting evidence for a scientific argument about a phenomena by speaking, listening, reading, and writing.
Plan for classroom implementation of the four phases of scientific argumentation.
Collaborate with a community of practice.

Expanded Argumentation Session Outcomes:

Deepen understanding of the practice of scientific argumentation for student sense-making
Experience protocols/strategies/instructional routines for supporting the evaluation of data and other sources as evidence for a scientific argument about a phenomena
Understand a process for evaluating data and other sources as evidence for a scientific argument about phenomena
Communicate evidence-based conclusions
Collaborate with others and plan for how they might implement protocols/strategies/instructional routines for supporting students’ development of argumentation.

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What is in a word?

What types of words do you think of when observing people who are engaged in an argument?
Select a word from the list that repels or attracts you and write it down in your Virtual Note Taking Guide.

Building Student Sense-Making in Science Through Disciplinary Literacy – CA NGSS Statewide Implementation

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Building Student Sense-Making in Science Through Disciplinary Literacy – CA NGSS Statewide Implementation

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8 Minutes

Introduce yourself to your breakout room and share your word and why you selected it.

Record your group number and the names of your breakout room members in the notetaking guide.

Breakout Room:

Directions for Breakout:

Create groups of 4 participants/breakout room. KEEP A LIST OF WHO IS IN EACH GROUP YOU WILL BE USING THESE GROUPS FOR ALL FOUR SESSIONS
After participants enter rooms - Broadcast the instructions:

Introduce yourself, share your word and why you selected it.
Record the names of your group mates and your group number on your notetaking guide.

Broadcast the instructions: Introduce yourself, share your word and why you selected it.

Broadcast the instructions: Record the names of your group mates and your group number on your notetaking guide.

Broadcast a time reminder at 2 minutes.

At time = 8 minutes CLOSE the rooms

Display slide 12. Show slide and have participants select a word that repels or attract them. Have participants write down or remember the word. Share with participants that they will have 8 minutes in a Zoom breakout room to introduce themselves, share their word and why they selected the word. Tell participants to write down the names in their Virtual Notetaking Guide.

Facilitator Note: Remember to give enough time for participants to select a word and to think about why they selected the word.

Which words do you think your students might select?

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What does scientific argumentation look like in your classroom AND why is it important?

Quick Write in your Session 1 Notetaking Guide: What does scientific argumentation look like in your classroom?

What is your own definition of scientific argumentation?

Be prepared to share in the whole group.

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Display Slide S13 (What does scientific argumentation look like in your classroom AND why is it important?)

Display slide

Tell participants to do a “Quick write” in their notebook to respond to the question, “What does argumentation look like in your classroom?. Provide time to write.
Facilitator Notes: Listen for and elicit the differences between opinion vs. argument. Highlight the importance of protocols for feedback and safe classroom culture for positive production of scientific argumentation. Some sample answers include claim, evidence, and reasoning.
Ask participants to write down their own definition of the word scientific argumentation. Use a strategy to indicate when participants have completed their quick write like “raise a virtual hand when finished” or “show me the number of fingers that indicates how much more time you need to finish your quick write.” The quick write should take approximately 3 minutes before asking one or two participants to share their definitions.

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What is scientific argumentation?

“The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose.” (NRC Framework, 2012, p. 73)

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Identify (Circle) three words/phrases that stand out to you.

Share your 3 words in the Chat.

Main Room:�POST TO CHAT:�Identify three words/phrases that stand out to you and post them

Display slide and read the quote aloud.

Ask participants to think about their own definition of the word scientific argumentation by asking, “What does argumentation mean to you?”
Share with the participants how the National Research Center (NRC) defines scientific argumentation as “The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose.” (NRC Framework, 2012, p. 73)
Tell participants to identify three words/phrases that stand out to them and invite participants to use the annotate tool in Zoom to highlight words or phrases.
Share with the group the three words/phrases in the Zoom Chat. Select 1 or 2 participants to volunteer why they selected their words/phrases.

[Trainer note: The colloquial use of “argumentation” is not the same as “scientific argumentation”. The goal and purpose of this activity is to help participants reach that understanding; and eventually with their students] The facilitator can use the Zoom annotation feature to circle key words or phrases shared by the participants in the Zoom Chat.

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Scientific Argumentation for Sensemaking

Think about what you want to see and hear when your students engage in scientific argumentation.

Does a CER help your students get there?

What more do you want your middle and high school students to practice in creating a scientific argument?

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Be prepared to share your response with the whole group.

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Challenges of Scientific Argumentation Implementation

What challenges exist for you in the classroom when implementing scientific argumentation?

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Share your top challenge in the Chat.

Be prepared to share your response with the whole group.

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Classroom Culture

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Classroom Culture

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Foundational Research

We use two research documents to inform our practice:

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How People Learn I (HPL I):

Three Key Findings

3 Key Findings

Prior Knowledge
Conceptual Framework
Metacognition

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Introduction to HPL II:

Learners, Contexts and Cultures

Each learner develops a unique array of knowledge and cognitive resources in the course of life that are molded by the interplay of that learner’s cultural, social, cognitive, and biological contexts. Understanding the developmental, cultural, contextual, and historical diversity of learners is central to understanding how people learn.

How People Learn II, p.33

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What have we learned

since HPL I? Four Key Findings

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Culture plays an important and complex role in shaping how people Learn.
Learning is a dynamic process that continues throughout the lifespan.
Mental models are key to developing knowledge.
Motivation is essential to learning.

POST TO CHAT

Consensus Study Report Highlights: https://drive.google.com/drive/u/0/folders/1-51O-PuNbX1nLMkVroF1Hlctd8QY0lpe

Display S 21 (What Have We Learned Since HPL I) as a transition from HPL I to HPL II, reminding participants that a lot has been discovered/ recognized about learning from 2000 to 2018!

The three key findings are the drivers but there appeared to be other factors impacting learning that were not accounted for in HPL I. These other factors is where the research has moved.

Display S (Highlights from HPL Building on HPL I). Explain that just as HPL I had 3 key findings, HPL II has 4 highlights. Explain that participants will next have an opportunity to learn more about these highlights and notice how the HPL I’s key findings have been incorporated and expanded in HPL II.

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Jigsaw Breakout Room Activity

Number off in your Zoom Breakout Room 1-4 (repeat as necessary)

Everyone read first 3 paragraphs (page 1) and “Implications for Classroom” (page 3)

#1 read Culture plays an important role..
#2 read Learning is a dynamic process…
#3 read Mental models are key to…
#4 read Motivation is ...

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Jigsaw Breakout Room Instructions

Determine a “golden line” that carries the message of your section.
Share this golden line with your group.
Discuss which of these highlights aligns with the key findings from HPL I.
Discuss implications for the classroom.
Select a highlight that you want to focus on as you go through the learning experiences

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20 Minutes

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Whole Group Share

What are a couple of “ahas” or

takeaways? Add your response to the Zoom Chat.

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Share your “ahas” in the Chat.

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Paying Attention to Classroom Culture and Context: 4 Key Questions

Who is engaged in classroom activity?
Who is treated as a “knower” in the classroom?
What ways of knowing are privileged in the classroom?
What science is practiced in the classroom?

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What potential strategies or moves for your classroom might increase equitable sensemaking?

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Promoting Classroom Culture (Lenses)

Collaboration Routines
Classroom Norms
Group and independent routines
Safe Space Practices
Discourse Routines
Scaffolding Tools
Consensus Routines

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Consider these routines, norms and tools to support an equitable classroom culture when planning your lesson/unit.

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4 Phases of Developing an Evidence Based Argument

This session is organized around four phases of argumentation.
Supporting the scientific practice of engaging in argumentation requires a positive classroom culture.

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Making Argumentation Visible

Strengthening Argumentation

Developing Initial Ideas and Making a Claim

Gathering and Interpreting Evidence

Classroom Culture

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Argumentation Phase I

How can students gather and interpret evidence?

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Making Argumentation Visible

Strengthening Argumentation

Developing Initial Ideas and Making a Claim

Gathering and Interpreting Evidence

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Context of Lesson

Anchor Phenomenon: Different environmental factors affect homeostasis in individual organisms.

Investigative Phenomenon: Some people respond differently to physical activity.

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Context of Lesson

Students are starting a lesson on: HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

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Marathon Runners

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Runner Heart Rate

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Data from Mike Sullivan

Sitting Heart Rate Training Heart Rate

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Guiding Question for Sessions

What factors contribute the most to the efficiency of the return to homeostasis?

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Let’s find out!

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Asynchronous Stations:

Measuring CO₂Production (BTB Video)
Measuring CO₂ Production (Snail Simulation)
Human Conductivity (Video)

20 Minutes

Main Room

CHATBOX

Asynchronous Stations (Google Form to share data with the group):

https://docs.google.com/forms/d/e/1FAIpQLSfIUIXDLP9uTdDRCBaCjAYhqp7ixHPfSCRx3a3BjBhmihGvxA/viewform

Asynchronous Stations Notes (for yourself):

https://docs.google.com/document/d/18gaJAKBx6eOaKN14fhxvL-2bqXKpqEbnQlhrJ27lyEs/view#bookmark=id.s7c5qh67ymlk

Asynchronous work time = 20 minutes

Display Slide 35 (Let’s Find Out! Asynchronous Stations).

Engage learners with exploration Stations - keep slide up during stations.

Engage and Explore

Tell participants that we are going have an experience together that we are going to try to explain. To start off with we will be writing down observations we make and about the things we wonder in our notebook. Encourage participants to write down their observations and wonderings on their notebook and be prepared to share with the whole group.

Split into groups who move around and experience each stations. It will be about 10 minutes each station.

[Trainer note: A timer might be useful to maintain schedule. ]

BTB Station:

In this station, participants are using the common experience to link carbon dioxide to cellular respiration and homeostasis of carbon dioxide and oxygen input/output. This has a safety concern of inhaling BTB. Use questions to see what factors would affect the rate of change or the intensity of color change. JL

Human Conductivity:

Some variables to consider are surface area of the hand vs. palm and conditions of the individual (hydration, size, sweaty palms, etc.) Similar to the heart rate experiment, focus on what factors affect the readings on the plates. On the surface, this may seem really distant from homeostasis, so be prepared to bring in connections to ion channels, heat dissipation, and more. JL

[Trainer note: You can click on the word youtube to open it bigger]

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Station Directions

Measuring CO₂Production (Video)

1. Watch Video

2. Make initial observations.

What factors do you think affected your data?

Measuring CO₂ Production (Snail Simulation)

1. Watch Video of Simulation

2. Make initial observations.

What factors do you think affected your data?

Human Conductivity (Video)

Place one hand on each plate. You should notice a reading on the meter. If the meter shows a negative current, reverse your connections, switching the probe connected to the copper plate with the one connected to the aluminum and vice versa. If the meter shows no current, check the connections and the wiring.��Try pressing harder on the plates. ��Get your hands wet and try again. Switch the multimeter to measure voltage, and repeat the above experiments.

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Tip: Select the “YouTube” icon to view the video in a larger window:

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Observations Sentence Starters

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BEFORE, DURING, AFTER

Before anything happened, I noticed this…
While ____ was happening, I noticed this…
After it happened, I noticed this...

SAW, HEARD, FELT

I saw something happen…
I heard this… it sounded like…
I felt this...

SHAPE, COLOR, SIZE

Something was this shape, this color, this size…
____ was in front of ____, ____ was behind ____
____ was on top of ____, ____ was below ____

HOW FAST IT HAPPENED

Something happened slow…
Something happened fast...

SMALL DETAILS

I saw a detail, maybe it’s not important, but I want to state it anyway,...
Something seemed to be missing...

OTHER?

I noticed…
I observed...
Your choice!

Let’s make some observations...

From Ambitious Science Teaching, https://ambitiousscienceteaching.org

S1H2

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Station Observation Sheet (Individual)

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Questions	BTB Video Data Collection	BTB Snail Data Collection	Human Conductivity
What did you notice?
What did you wonder?

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Breakout Room: Share Observations from Stations Using Sentence Starters

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Share your observations and your experience.

Take a look at the shared data. What do you notice as an overall pattern?

What questions arose from your group?

Document your discussion in your notetaking guide.

10 Minutes

Post to Chatbox:

Google Form Results (the group’s data): https://docs.google.com/spreadsheets/d/1xmrKE9804dmr-Rtk1L1Rs9sgUuF18_mb1tBqtm-Woqw/edit#gid=1556733083

Post to Chat:

Before you go to the breakout room, copy these questions. They will guide your discussion about the data.

Share your observations and your experience.
Take a look at the shared data. What do you notice as an overall pattern?
What questions arose from your group?

Breakout Rooms

Make breakout rooms with 4 people.
Time is 10 minutes

Display Slide 39.

Engage/Explore

Have the participants share their observations about the various stations. First they should share with their observations to their table groups. JC

Facilitate discussion of observations and wonderings from participants’ notebook and sharing from the group. Remind participants to write down other observations shared in their notebook. JL

The participants can share their observations and things they wonder, the scientific explanations will have to wait till we gather more evidence.

Gather questions using the QFT protocol to reference later.

[Trainer Note: refrain for sharing the science about this phenomena now. Now is the time to gather observations and wonderings for our claims only, then we will build our understanding. Remind participants that students have yet been exposed to all the content to make sense of these observations]

If participants would like to make a copy of the asynchronous explore activities, please share the following URL: https://docs.google.com/forms/d/15VO1eZA5zwqLeqIL37cor66dzEbnr0R2Pd-Y2uYPKJ0/copy

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Gathering Initial Ideas

What are the takeaways from the initial observations? Please be prepared to share in the whole group.

Connect: What factors contribute the most to the efficiency of the return to homeostasis?

We are not making claims at this time. Why?

What other data should/could we collect from the activities?

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Main Room

Monitor Chat

Show Slide 40 (Gathering Initial Ideas)

Discuss and bring to light some initial observations. This might include potential relationships (smaller people create less of a color change in BTB, wet hands conduct more, resting heart rate tends to be the same across all people in our group.) This will lead into factors that affect stability and change, such as exercise, size, gender, age, health, etc. JL

Have individuals brainstorm in their notebook and then share with a partner factors that relate back to homeostasis.

When going over the question, review the definition of homeostasis for this session as an internal balance within a set range. These ideas will be used in the next part. JL

The Earth and environments change externally, we need to know how our internal systems stay constant throughout those changes. Have participants explore that idea and write some initial ideas down. For example; the temperature fluctuates throughout the day, how is human body constantly 98.6 degrees for a full 24 hours a day?

Trainer note: So far we have provided initial question / phenomena after exploring ideas with common experiences, done a whole class gathering of ideas.

Trainer notes: Keep in mind that homeostasis has many definitions and meanings. It can relate to systems and change /stability or make connections to dynamics in physics. Homeostasis is a part of stability and responding to changes. For this lesson, we are focusing on what triggers an exit from the internal stability of an organism - systems and mechanisms to return efficiently back to the baseline range. This can include sweating/shivering in response to temperature change. More blood flow to the face and muscles to bring more oxygen in response to oxygen demand due to exercise and more.

Facilitate discussion for participants to debrief the engage and explore activities as learners. Read the questions on the slide and discuss as a large group. This allows sharing and ideas from individuals to be brought up again for the whole group.

Trainer Note: This is also a place to reference in the next debrief slide referring to how a teacher could facilitate metacognition in students, as well as assessment. You are modelling to participants what a teacher/lead learner would do for their students. Keep in mind different ways to answer the final question because that may provide grouping for the data/evidence collection activity.

Possible follow up questions might be...

So would you like to collect more evidence?�What prior experience do you have with this?

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Crosscutting Concepts Connections

Guiding Question for Session: What factors contribute the most to the efficiency of the return to homeostasis?

What crosscutting concepts might be used to help answer the Guiding Question?

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Zoom Chat

Patterns
Cause and Effect
Scale, Proportion, and Quantity

Systems and System Models
Energy and Matter
Structure and Function
Stability and Change

Main Room:

Monitor Chat

Display Slide 41. (Crosscutting Concept Connections)

In this slide, use the question to highlight how crosscutting concept prompts have been purposefully added here to help recognize the role that CCC’s can play in learner sensemaking.

Some potential answers for the first question may include: grouping everyone’s data, more precise measurements, readings from other organisms, data from other locations.

Some potential claims have been brought up previously and include cause and effect relationships.

The last question allows participants to share from before and leads into the next activity on evidence gathering. Some responses might be: comparing males and females, doing different forms of exercise, and being more qualitative and trying to test their ideas.

This links to the next learning segment where participants will gather evidence.

Facilitator Notes: LOOK AT THE CHAT BOX. Given some of the claims we just saw in the chat box, what are some of the variables that might influence each of the different claims or observations we made today?

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Reflection

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Gathering and Interpreting Evidence Strategies

Reflect on the activities and identify the different strategies for gathering and interpreting evidence from the learning experience. Record your reflections in the notetaking guide.

Did you observe or experience any additional strategies that might be useful to students for supporting gathering and interpreting evidence.

S1H1

Main Room

Post link in Zoom chat:

Reflection on Activities & strategies: https://docs.google.com/document/d/18gaJAKBx6eOaKN14fhxvL-2bqXKpqEbnQlhrJ27lyEs/view

Display S43 (Gathering & Interpreting Evidence Strategies)

Post handout S1H1. This handout is a graphic organizer to help us explicitly identify the strategies, resources, tools or processes that were planned for in this lesson sequence. Reflect on the current homeostasis lesson sequence experience that are aligned to HS LS1-3, which is included at the top of your graphic organizer. The strategies and tools that were presented in the homeostasis lesson sequence to support gathering and interpreting evidence is listed on the left-hand column of the graphic organizer. What was the specific example or evidence from the homeostasis lesson sequence experience. Be specific by elaborating on the context or details from your experience. For example, the evidence from the “Observations through common exploratory experience”, record, “We measured resting heart rate, carbon dioxide production using BTB/Cabbage Juice Station and human conductivity to help us make observations. These observations led to some initial ideas for claims. Let’s share what example/evidence existed for each strategy experienced to gather and interpret evidence.

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Next Session Assignment

Select an upcoming lesson/unit/PE you want to revise with additional argumentation strategies? Come to the next session with your lesson/unit/PE and any materials that might help you collect additional data for homeostasis.

If you are not currently teaching students, select a lesson/unit/PE that you want to work on.

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Gots & Needs & Commitment to Try

What are 2 - 3 takeaways for you from today (Gots)?

What do you still need (Needs)?

What are 1 or 2 strategies you want to try?

Gots…

Needs...

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End of Session I

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