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Design Question 4. Helping Students Generate & Test Hypotheses. Bev Perrault Donna Hunziker Pam Ferrante. Departments of Teaching & Learning and Instructional Excellence & Equity. Learning Goal.
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Design Question 4 Helping StudentsGenerate & Test Hypotheses Bev Perrault Donna Hunziker Pam Ferrante Departments of Teaching & Learning and Instructional Excellence & Equity
Learning Goal The participant will be able to describe instructional strategies that engage students in cognitively complex tasks involving generating and testing hypotheses.
LEARNING ISMESSY! During the process, students will go through different stages of emotions. They might feel uncertaintyas they begin, optimism when they select a project, then confusionor frustrationwhen 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 satisfactionordisappointment on the outcome of their presentation. http://blogs.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/
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
4 Minutes Skim through the strategies outlined on pages 134-136. Think-Pair-Share. Which of these strategies have you used in your classroom? How do they look?
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
Rating Scale + Correct Implementation Correct Implementation Engages students in cognitively complex tasks students are generating and testing hypotheses. ALL Students
Ask & Get - Indicator 22 “students do” “teacher does” 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 canTESThypotheses Task Question The teacher “monitors” the QUANTITY and the QUALITY of the “get.” Instructional Excellence & Equity Ro Educational Leadership, Inc.
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
Decision Making Investigation Problem Solving Generate & Test Hypotheses Experimental Inquiry Invention System Analysis
Decision Making Indicator 22 Selecting among equally appealing alternatives based on criteria Departments of Teaching & Learning and Instructional Excellence & Equity
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?
11 feet 6 feet 14 feet 3 ft
Problem Solving Indicator 22 Solving a Problem in a new context or with a constraint Departments of Teaching & Learning and Instructional Excellence & Equity
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. http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
Volusia County, FL https://www.teachingchannel.org/videos/grade-1-math
Experimental Inquiry Indicator 22 Examination of Student Generated Data, Reports, and Observations Departments of Teaching & Learning and Instructional Excellence & Equity
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
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?
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?
Investigation Indicator 22 Testing Hypothesis about past, present or future events Departments of Teaching & Learning and Instructional Excellence & Equity
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
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
4 Minutes Skim through the strategies outlined on pages 140-141. Think-Pair-Share. What changes in your classroom practice will you make to provide guidance and support of students in Design Question 4?
SCPS Instructional Model & Evaluation Webpage From the DEPARTMENTS Tab, Choose: Instructional Model & Evaluation
