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

CTOTAL

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 Predictio

n

Report Results

with Constructe

d 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