In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content. We illustrate the potential of integrating these frameworks via analysis of two lessons that, while sharing surface level similarities, are profoundly different when considering the complexities of a classroom focused on justifying. We found that this integrated comparison across all dimensions (rather than focusing on just one or two) was a useful way to compare lessons with respect to a classroom culture that is characterized by students engaging in justifying.

在本文中，我们通过五个框架（认知需求，课程凝聚力，认知参与，集体论证和学生贡献）建立网络，从而使我们能够呈现出更全面的教室图景，从而促使学生进行辩护。我们将这些框架围绕教学三角形的边缘进行网络连接，以此作为协调它们以说明教师，学生和内容之间可观察的关系的一种手段。我们通过分析两个课程来说明整合这些框架的潜力，尽管这两个课程共享表面上的相似性，但考虑到以辩护为重点的教室的复杂性时却有着巨大的差异。