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What makes you say that?
This routine was used in all subject areas including our unit of inquiry, math, and language so that students could reason their thinking.

CSQ: Claim Support Question was used a various points throughout our unit of inquiry Who We Are, with the central idea being "The choices people make affect their health and well-being."

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What makes you say that?
Students had just come back from a field trip to a local farm called Bollywood Veggies. We were having a whole class discussion about what we learned on the field trip. As each student shared I asked them, "What makes you say that?"

Claim Support Question
Students had been exploring healthy lifestyle choices, having a focus on sleep habits, hygiene, exercise and a balanced diet. While learning about sleep, they found out that the blue light from computer/iPad screens can affect your ability to fall asleep.  One students wondered "How much screen time is healthy?"

As a lead on from this student question, the following day I had students brainstorm all of their favourite online games by doing a Think Pair Share. Once finished, they went off in small groups and created concepts maps of all the fun games/activities that didn't require a screen.

Once they finished I asked them "What's going on here? Why did we do this activity?"

We completed the Claim Support Question as a whole class, and students wrote down their responses on post-it notes.

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What makes you say that?
In this scenario students could answer my question by simply stating "I learned this on the field trip" which seemed a bit surface level at first. That being said, it was evidence that they were paying attention.

Claim Support Question
Instead of using a picture as an artifact this time around, the artifact was the activity itself. This was a little bit more challenging as it wasn't so obvious to students what I was looking for when I asked "What's going on here?" which is why I then changed it to "What's the BIG IDEA?"

What is "deep thinking" vs. I want to see my name on the board? Some students were just repeating what others had said, or they were contributing at a very surface level.

As the students became more confident using this routine I explicitly told them "I'm looking for some deep thoughts, NOT I want to see my name up on the board." This seemed a bit harsh at first, but looking back it was valuable.

Students ended up taking more think time before putting up their hand to share, and they tried to come up with more meaningful contributions than they had previously.

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What makes you say that?
This thinking routine often pairs well with many of the others.

What makes me say that?

It directly links to giving reason, and it's simple language that the students understand.

Claim Support Question
Claim Support Question is a valuable thinking routine the pushed student's ability to reason.

I know this because their supporting comments were not so surface level, but rather they provided evidence of their learning.

I wonder what types of artifacts are best suited for this thinking routine?