Presentation is loading. Please wait.

Presentation is loading. Please wait.

Helping Students Generate & Test Hypotheses

Similar presentations


Presentation on theme: "Helping Students Generate & Test Hypotheses"— Presentation transcript:

1 Helping Students Generate & Test Hypotheses
Design Question 4 Helping Students Generate & Test Hypotheses Bev Perrault Donna Hunziker Pam Ferrante Departments of Teaching & Learning and Instructional Excellence & Equity

2 Learning Goal The participant will be able to describe instructional strategies that engage students in cognitively complex tasks involving generating and testing hypotheses. We will model the indicators in this session as you are demonstrating in your classroom.

3 LEARNING IS MESSY! 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. Key phrases are bolded. Give examples of projects such as developing a PD session when these emotions are apparent.

4 Organizing Students for Cognitively Complex Tasks
21. 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 This indicator calls for the organization of students in groups with the purpose of working on complex tasks that generate and test hypotheses. Review teacher and student evidences.

5 Skim through the strategies outlined on pages 134-136.
4 Minutes Skim through the strategies outlined on pages Think-Pair-Share. Which of these strategies have you used in your classroom? How do they look? We will use a different video here. Attributes of a good teacher.

6 22. 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 This indicator is where the teacher ENGAGES the students in the following tasks. Review the specific tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require students to generate and test hypotheses.

7 Developing /Needs Improvement
Rating Scale Highly Effective + Effective Developing /Needs Improvement Unsatisfactory 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. + Correct Implementation Correct Implementation Engages students in cognitively complex tasks students are generating and testing hypotheses. ALL Students

8 Ask & Get - Indicator 22 ASK Students can GENERATE hypotheses
“teacher does” “students do” PLAN IT! ASK IT! GET IT! Students can GENERATE hypotheses The teacher PLANS engaging, cognitively complex tasks that asks students to generate and test hypotheses. ASK Students can TEST hypotheses Question Task The teacher “monitors” the QUANTITY and the QUALITY of the “get.” Instructional Excellence & Equity Ro Educational Leadership, Inc.

9 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing CONTINUED 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 Explain student evidence.

10 Generate & Test Hypotheses
Decision Making Investigation Problem Solving Generate & Test Hypotheses The model of Design Question 4 indicates six major types of hypothesis generation: 4 categories are highlighted in the Art & Science of Teaching. Experimental Inquiry Invention System Analysis

11 Selecting among equally appealing alternatives based on criteria
Decision Making Selecting among equally appealing alternatives based on criteria Indicator 22 Departments of Teaching & Learning and Instructional Excellence & Equity

12 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

13 Decision Matrix A B C Choice 1 Choice 2 Choice 3 Criteria TOTAL
Alternatives Choice 1 Choice 2 Choice 3 A B C TOTAL

14 Quantitative Decision Matrix
Criteria Alternatives Choice 1 Choice 2 Choice 3 A Weighted x3 3 × ___ = B Weighted x2 2 × ___ = C Weighted x1 1 × ___ = TOTAL

15 You get to update your kitchen floor. What will you choose?

16 Use the Decision Making template as a framework for the task.
5 Minutes Use the Decision Making template as a framework for the task. List the alternatives for consideration. (Types of flooring) Select and list the criteria to evaluate the alternatives. (Considerations for making the flooring selection) List what you predict will be the best alternative. Determine the information you would need to complete the decision making task. Next steps for completion of decision: List which alternative is best based on the criteria. Do the results match with the original prediction? If not , how should your thinking change? We will use a different video here. Attributes of a good teacher.

17 11 feet 6 feet 14 feet 3 ft We will use a different video here.
Attributes of a good teacher.

18 Solving a Problem in a new context or with a constraint
Problem Solving Solving a Problem in a new context or with a constraint Indicator 22 Departments of Teaching & Learning and Instructional Excellence & Equity

19 Problem Solving Report Results with Constructed Supports
Determine the Goal Identify New Context or Constraint Predict Impact to Results Test the Prediction Report Results with Constructed Supports Explain steps.

20 TED Ideas worth Spreading
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.

21 Volusia County, FL https://www.teachingchannel.org/videos/grade-1-math
Start Video at 5:04 minutes & Stop at 7:26 minutes Re-Start Video at 8:28 minutes to End https://www.teachingchannel.org/videos/grade-1-math

22 Examination of Student Generated Data, Reports, and Observations
Experimental Inquiry Examination of Student Generated Data, Reports, and Observations Indicator 22 Departments of Teaching & Learning and Instructional Excellence & Equity

23 Experimental Inquiry Design an experiment to test the predictions.
Make a prediction based on observations. Design an experiment to test the predictions. Examine the results in light of the original prediction. Explain the results and your conclusions.

24 Read closely the assigned inquiry task card.
1 Minute Read closely the assigned inquiry task card. Make and record on a post-it note a prediction about how your colleagues would feel about the idea presented on the task card. Generate an interview question. Form inside/outside circle based on your task group letter assignment when directed. Interview your face partner. (Record notes if desired.) Circles will rotate according to directions. Repeat the interview process. Return to table and compare interview results with original prediction. Discuss with table partners, the outcomes and implications from the experimental inquiry. 45 Seconds each

25 Modeling Experimental Inquiry for young students
What do I see or notice? How can I explain it? Based on my explanation, what can I predict (hypothesize)? How can I test my prediction (hypothesis)? What happened? Was my prediction (hypothesis) confirmed? What new questions do I have?

26 Modeling Experimental Inquiry for older students
Observe something that interests you and describe what has occurred. Explain what you have observed. What theories or rules could explain what you have observed? Based on your explanation make a hypothesis. Design an experiment or activity to test your hypothesis. Examine results and determine if evidence supports your hypothesis. What new questions do you have?

27 Testing Hypothesis about past, present or future events
Investigation Testing Hypothesis about past, present or future events Indicator 22 Departments of Teaching & Learning and Instructional Excellence & Equity

28 Investigation Historical Investigations Projective 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…? Various types of investigations

29 Providing Students with Resources and Guidance
23. 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

30 Providing Students with Resources and Guidance continued
23. Providing Students with Resources and Guidance continued 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

31 Skim through the strategies outlined on pages 140-141.
4 Minutes Skim through the strategies outlined on pages Think-Pair-Share. What changes in your classroom practice will you make to provide guidance and support of students in Design Question 4? We will use a different video here. Attributes of a good teacher.

32 SCPS Instructional Model & Evaluation Webpage
From the DEPARTMENTS Tab, Choose: Instructional Model & Evaluation


Download ppt "Helping Students Generate & Test Hypotheses"

Similar presentations


Ads by Google