If you’ve been in education long enough, you know that new acronyms and ideas are constantly being tossed out there. Once these ideas are presented, schools and districts want them implemented, which results in teachers stressing about incorporating them into their lessons. But in reality, teachers are already doing a lot of these ideas; they’re just called something different. This is exactly what happened with CER. So, in today’s episode, I’m explaining what CER is and why you’re already doing this in your science classroom.

For those that don’t know, CER is an acronym for claim evidence reasoning. When this came onto the scene a few years ago, my inbox was flooded with questions on how to implement this and if it was incorporated into my curriculum resources. My response has always been the same - you’re already implementing this in your classroom because science is all about making claims and backing them up with evidence and reasoning. With that being said, I’m sharing how to be more intentional about using the language so your students learn to expect this type of response to any question.

Although the term CER is new, the structure for how students construct an explanation is not. I know the stress and pressure of implementing something new in your classroom that your school is promoting, but I hope that this episode encourages and reinforces that you’re already doing this in your science classrooms despite it having a new name.

Resources Mentioned:

It’s Not Rocket Science Complete Units
Send me a DM on Instagram: @its.not.rocket.science
Send me an email: rebecca@itsnotrocketscienceclassroom.com
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Show Notes: https://itsnotrocketscienceclassroom.com/episode118

118. CER: What It Is, and Why I Never Explicitly Taught It