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

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The participant will be able to describe instructional strategies that engage students in cognitively complex tasks involving generating and testing hypotheses. Learning Goal

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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 theyve gathered a lot of information and dont 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, theyll have a sense of satisfaction or disappointment on the outcome of their presentation. LEARNING IS MESSY!

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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.

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1. Skim through the strategies outlined on pages Think-Pair-Share. Which of these strategies have you used in your classroom? How do they look?

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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.

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Rating Scale + Highly Effective + Highly 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. Engages students in cognitively complex tasks Correct Implementation students are generating and testing hypotheses. Correct Implementation ALL Students

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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

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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.

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Investigation Experimental Inquiry Problem Solving Invention Generate & Test Hypotheses System Analysis Decision Making

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

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Decision Making Identify Alternatives & Make a Prediction Determine Criteria on which Alternatives will be Judged. Complete the Decision Making TaskDetermine Best Alternative Contrast Findings with Original Predictions & Support Conclusions

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

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

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

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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: 1. List which alternative is best based on the criteria. 2. Do the results match with the original prediction? 3. If not, how should your thinking change?

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

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

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Dan Meyer taught high school math for six years, studies math education at Stanford, and speaks internationally. He was named one of Tech& Learnings 30 Leaders of the Future30 Leaders of the Future. He lives in Mountain View, CA. Ideas worth Spreading TED

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Volusia County, FL https://www.teachingchannel.org/videos/grade-1-math

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

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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.

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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.

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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?

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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?

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

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Investigation Historical 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 characteristic s of…?

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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.

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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.

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1. 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?

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

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