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Helping Students
Generate & Test
HypothesesBev Perrault
Donna Hunziker
Pam Ferrante
Design Question 4
Departments of Teaching & Learning and Instructional Excellence & Equity
The participant will be able to describe instructional
strategies that engage students in cognitively complex tasks
involving generating and testing hypotheses.
Learning Goal
During the process, students will go through different stages of emotions. They might feel uncertainty as they begin, optimism when they select a project, then confusion or frustration when they’ve gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they’ll have a sense of satisfaction or disappointment on the outcome of their presentation.
http://blogs.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/
LEARNING IS MESSY!
Organizing Students for Cognitively Complex Tasks
The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses.
Teacher Evidence Teacher establishes the need to generate and test hypotheses
Teacher organizes students into groups to generate and test hypotheses
Student Evidence When asked, students describe the importance of generating and testing
hypotheses about content When asked, students explain how groups support their learning Students use group activities to help them generate and test hypotheses
21.
1. Skim through the strategies outlined on pages 134-136.
2. Think-Pair-Share. Which of these strategies have you used in your classroom? How do they look?
4 Minutes
Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing
The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses.
Teacher Evidence Teacher engages students with an explicit decision making, problem
solving, experimental inquiry, or investigation task that requires them to generate and test hypotheses
Teacher facilitates students generating their own individual or group task that requires them to generate and test hypotheses
22.
Rating Scale
+ Highly
Effective +
Highly
EffectiveEffective
Developing /Needs
ImprovementUnsatisfactory
Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.
Engages students in cognitively complex tasks and monitors for evidence of the extent to which the majority of the students are generating and testing hypotheses.
Engages students in cognitively complex tasks, but the majority of students are not monitored for the desired effect of the strategy.
Uses strategy incorrectly or with parts missing.
Strategy was called for but not exhibited.
Engages students in cognitively complex tasks
Correct Implementation
students are generating and testing hypotheses.
Correct Implementation
ALL Students
Ask & Get - Indicator 22
The teacher PLANS engaging, cognitively
complex tasks that asks students to
generate and test hypotheses.
ASK
The teacher “monitors” the QUANTITY and the QUALITY of
the “get.”
Students can GENERATE hypotheses
Students can TEST
hypotheses
“students do”“teacher does”
Question Task
Ro Educational Leadership, Inc.
PLAN IT! ASK IT! GET IT!
Instructional Excellence & Equity
The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses.
Student Evidence Students are clearly working on tasks that require them to generate and
test hypotheses When asked, students can explain the hypothesis they are testing When asked, students can explain whether their hypothesis was
confirmed or disconfirmed Student artifacts indicate that they can engage in decision making,
problem solving, experimental inquiry, or investigation
Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing CONTINUED
22.
Investigation
Experimental Inquiry
Problem Solving
Invention
Generate & Test
Hypotheses
SystemAnalysis
DecisionMaking
Selecting among equally appealing alternatives based on criteriaIndicator
22
Decision Making
Departments of Teaching & Learning and Instructional Excellence & Equity
Decision Making• Identify Alternatives & Make a Prediction
• Determine Criteria on which Alternatives will be Judged.
• Complete the Decision Making Task
• Determine Best Alternative
• Contrast Findings with Original Predictions & Support Conclusions
CriteriaAlternatives
Choice 1 Choice 2 Choice 3
A
B
C
TOTAL
Decision Matrix
CriteriaAlternatives
Choice 1 Choice 2 Choice 3
AWeighted x3
3 × ___ = 3 × ___ = 3 × ___ =
BWeighted x2
2 × ___ = 2 × ___ = 2 × ___ =
CWeighted x1
1 × ___ = 1 × ___ = 1 × ___ =
TOTAL
Quantitative Decision Matrix
You get to update your kitchen floor. What will you choose?
Use the Decision Making template as a framework for the task.1. List the alternatives for consideration. (Types of
flooring)2. Select and list the criteria to evaluate the
alternatives. (Considerations for making the flooring selection)
3. List what you predict will be the best alternative.4. Determine the information you would need to
complete the decision making task.
Next steps for completion of decision:5. List which alternative is best based on the
criteria.6. Do the results match with the original prediction? 7. If not , how should your thinking change?
5 Minutes
11 feet
14 feet
6 feet
3 ft
Solving a Problem in a new context or with a constraint Indicator
22
Problem Solving
Departments of Teaching & Learning and Instructional Excellence & Equity
Problem Solving
Determine the Goal
Identify New
Context or Constraint
Predict Impact to
Results
Test the Prediction
Report Results
with Constructed Supports
http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
Dan Meyer taught high school math for six years, studies math education at Stanford, and speaks internationally. He was named one of Tech& Learning’s 30 Leaders of the Future. He lives in Mountain View, CA.
Ideas worthSpreadingTED
Volusia County, FL
https://www.teachingchannel.org/videos/grade-1-math
Examination of Student Generated Data, Reports, and ObservationsIndicator
22
Experimental Inquiry
Departments of Teaching & Learning and Instructional Excellence & Equity
Experimental Inquiry
Explain the results and your conclusions.
Examine the results in light of the original prediction.
Design an experiment to test the predictions.
Make a prediction based on observations.
1. Read closely the assigned inquiry task card. 2. Make and record on a post-it note a prediction about
how your colleagues would feel about the idea presented on the task card.
3. Generate an interview question.4. Form inside/outside circle based on your task group
letter assignment when directed.5. Interview your face partner. (Record notes if desired.)6. Circles will rotate according to directions. 7. Repeat the interview process.8. Return to table and compare interview results with
original prediction.9. Discuss with table partners, the outcomes and
implications from the experimental inquiry.
1 Minute
45 Seconds each
Modeling Experimental Inquiry for young students
1. What do I see or notice?2. How can I explain it?3. Based on my explanation, what can I predict
(hypothesize)?4. How can I test my prediction (hypothesis)?5. What happened? Was my prediction (hypothesis)
confirmed? What new questions do I have?
Modeling Experimental Inquiry for older students
1. Observe something that interests you and describe what has occurred.
2. Explain what you have observed. What theories or rules could explain what you have observed?
3. Based on your explanation make a hypothesis.4. Design an experiment or activity to test your
hypothesis.5. Examine results and determine if evidence
supports your hypothesis. What new questions do you have?
Testing Hypothesis about past, present or future eventsIndicator
22
Investigation
Departments of Teaching & Learning and Instructional Excellence & Equity
InvestigationHistorical
Investigations
• Answering questions about what really happened.
• Why did “x” happen?
Projective Investigations
• What would happen if…?
Definitional Investigations
• What are the important features of…?
• What are the defining characteristics of…?
Providing Students with Resources and Guidance
The teacher acts as resource provider and guide as students engage in cognitively complex tasks
Teacher Evidence Teacher makes himself/herself available to students who need guidance or
resources • Circulates around the room • Provides easy access to himself/herself
Teacher interacts with students during the class to determine their needs for hypothesis generation and testing tasks
Teacher volunteers resources and guidance as needed by the entire class, groups of students, or individual students
23.
The teacher acts as resource provider and guide as students engage in cognitively complex tasks
Student Evidence Students seek out the teacher for advice and guidance regarding
hypothesis generation and testing tasks When asked, students can explain how the teacher provides assistance
and guidance in hypothesis generation and testing tasks
Providing Students with Resources and Guidance continued
23.
1. Skim through the strategies outlined on pages 140-141.
2. Think-Pair-Share. What changes in your classroom practice will you make to provide guidance and support of students in Design Question 4?
4 Minutes
From the DEPARTMENTS Tab, Choose: Instructional Model & Evaluation
SCPS Instructional Model & Evaluation Webpage