1. Welcome!

2. Generating & Testing Hypotheses Questions, Cues, & Advance Organizers
Where’s Marzano?
Generating & Testing Hypotheses
Questions, Cues,
& Advance Organizers

3. Hypotheses
Most powerful and analytic of cognitive operations is generating and testing hypotheses.
Generating and testing hypotheses involves the application of knowledge.

4. Hypotheses
Hypothesis generation and testing can be approached in a inductive or deductive manner.

5. Type of Hypotheses
Deductive thinking is the process of using a general rule to make a prediction about a future action or event.
Inductive thinking is the process of drawing new conclusions based on information we know or are presented with.

6. Deductive Reasoning
A deductive approach first presents the principles and then asks students to generate and test hypotheses based on the principles they have been taught.
Deductive approaches produce better results.

7. Inductive Reasoning
Inductive instructional techniques require student to first discover the principles from which hypotheses are generated.

8. Generating Hypotheses
Thinking in real life is probably never purely inductive or deductive

9. Student Thinking
Teachers should ask students to clearly explain their hypotheses and their conclusions.
The process of explaining their thinking helps students deepen their understanding of the principles they are applying.

10. Inductive Reasoning
If an inductive approach is being used, students might be asked to explain the logic underlying their observations, how their observations support their hypotheses, how their experiment tests their hypotheses and how their results confirm or disconfirm their hypotheses.

11. Deductive Reasoning
If a deductive technique is being used, students would not be engaged in the observation phase of this process.

12. Thumbs Up Activity Determine the cooperative roles for your group.
Read over the directions given to your group.
Prepare to share your results in 10 minutes.

13. Hypotheses

14. Systems Analysis
Ask students to generate hypotheses that predict what would happen if some aspect of a system were changed.

15. Problem Solving
While engaged in solving problem, student must generate and test hypotheses related to the various solutions

16. Historical Investigation
Students construct plausible scenarios for events from the past, about which there is not general agreement.

17. Invention
Invention often demands generating and testing multiple hypotheses, until one of them proves effective.

18. Experimental Inquiry
Experimentally inquiry across the disciplines to guide students in applying their understanding of import content.

19. Decision Making
Using a structured decision-making framework can help students examine hypothetical situation, especially those require them to select what has the most or least of something or which the best or worst example to something.

20. _______________________________________
Decision Mountain
Decision
_______________________________________
Consequences
________________________ 2. ________________________
________________________ ________________________
________________________ 4. ________________________
________________________ ________________________
Options
_____________________________________________________
Define Problem
__________________________________________________________

21. Make sure students can explain their hypotheses and their conclusions
Video Clip

22. Ask students to explain their thinking as they generate and test hypotheses.

23. Hypotheses Provide students with templates. Provide sentence stems.
Ask students to turn in audiotapes
Provide or help develop rubrics
Set up events

24. Cues, Questions, and Advance Organizers
Cues involve hints about what students are about to experience.
Questions perform about the same function
Cueing and questioning are at the heart of classroom practice.
Video clip

25. Cues and Questions
Cueing and questioning might account for as much as 80 percent of what occurs in a given classroom on a given day.
Cues and questions should focus on what is important as opposed to what is unusual.

26. Cues and Questions
Higher level questions produce deeper learning that lower level questions can not, i.e. Blooms.

27. Questions That Elicit Inferences
Teachers might use the questions to help students make inferences about things, people, actions, events, and states of being.

28. Analytic Questions
Some questions require students to analyze and even critique the information presented to them.

29. Cup Activity Determine the cooperative roles for your group.
Read over the directions given to your group.
Prepare to share your results in 10 minutes.

30. Classroom Use
Teachers can use questions BEFORE a learning experience to establish a mental set with which students process the learning experience.
Waiting briefly before accepting responses from students has the effect of increasing the depth of students’ answers.

31. Classroom Use
Cues and questions are common features of requiring students to restructure information or apply knowledge in some way.

32. Cues are straightforward ways of activating prior knowledge.
Explicit Clues
Cues are straightforward ways of activating prior knowledge.

33. Hat Types White Hat Available data, Past trends, Gaps in the data
Red Hat
Intuition, Gut Reaction,
Emotion
Yellow Hat
The pessimistic viewpoint,
Why it might NOT work?
Gray Hat
The optimistic viewpoint
Green Hat
Creativity,
Other ways of doing things
Blue Hat
Process Control

34. Hat Activity Determine the cooperative roles for your group.
Read over the directions given to your group.
Prepare to share your results in 10 minutes.

35. Advance organizers are closely related to cues and questions.
Advance organizers should focus on what is important as opposed to what is unusual.
High level advance organizers produce deeper learning than the lower level advance organizers.
Advance organizers are most useful with information that is not well organized.
Different types of advance organizers produce different results.

36. Advanced Organizers expository, narrative, skimming, illustrated.
There are four general
types of advance organizers:
expository,
narrative,
skimming,
illustrated.

37. 1. Expository Organizers
Expository advanced organizers are straightforward description of the new content that students will be learning. It can be oral and/or written description but it should include only the essential content.

38. 2. Narrative Organizers
Narrative advance organizers are stories which help students make personal or real-world connections.

39. 3. Skimming
Skimming information before reading is a powerful form of an advanced organizer. Skimming allows for previewing of information to determine what is important. Teach students to look at heading, subheading and bold terms for an outline of the content.

40. 4. Illustrated Organizers
A graphic organizer gives a framework or outline with which the student can retain the skill and knowledge given. A blank organizer provides conceptual hooks on which students can hang ideas that might seen disconnected without the organizer.

41. References to Graphic Organizers
Focus on Marzano – First Presentation on Similiarites and Differences – Fall 2004
“Mercury” Marzano – Volume 4 on Non-Linguistic Representations Spring 2006
Handbook for Classroom Instruction that Works, pp , blackline masters on pp

42. Summary: Nine strategies that affect student achievement
1. identifying similarities and differences – 45% gain
2. summarizing and note taking % gain
3. reinforcing effort and providing recognition - 29% gain
4. homework and practice % gain
5. nonlinguistic representations % gain
6. cooperative learning % gain
7. setting objectives and providing feedback - 23% gain
8. generating and testing hypotheses - 23% gain
9. questions, cues and advance organizers - 22% gain