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Classroom Instruction that Works

Classroom Instruction that Works. New Hanover County Schools Fall 2008. CITW Implementation Plan. Year 1 2006-2007. Year 2 2007-2008. Year 3 2008-2009. 21 st Century Knowledge Similarities & Differences Nonlinquistic Representations Setting Objectives & Providing Feedback.

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Classroom Instruction that Works

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  1. Classroom Instruction that Works New Hanover County Schools Fall 2008

  2. CITW Implementation Plan Year 1 2006-2007 Year 2 2007-2008 Year 3 2008-2009 21st Century Knowledge Similarities & Differences Nonlinquistic Representations Setting Objectives & Providing Feedback Homework & Practice Cooperative Learning Reinforcing Effort & Providing recognition Generating & Testing Hypotheses Summarizing & Note Taking Cues, Questions, & Advance Organizers

  3. Generating and Testing Hypotheses New Hanover County Schools

  4. Outcome Modify a unit to provide students opportunities to generate, test, and explainhypotheses.

  5. Why Hypothesize? Why Hypothesize?

  6. What We Know About Learning • The brain asks “WHY” and searches for connections, associations, and patterns. • We construct meaning by attaching knowledge to existing schema. • Learning is highly situated. Transfer does not necessarily occur naturally.

  7. Generalizations from Research • Providing students opportunities to generate, test, and explainhypotheses allows for transfer to novel situations which deepens understanding. • Hypothesis generation and testing can be approached in either a deductive or inductive manner. • Teachers should ask students to clearly explain their hypotheses and their conclusions.

  8. Students explain hypotheses and conclusions Teacher presents principle/ general rule Students generate and test hypotheses Students engage in a variety of Intentionally- planned experiences Students identify patterns and generate hypotheses Students discover principle/general rule and explain reasoning Two Approaches to Generating and Testing Hypotheses in the Classroom Deductive Inductive

  9. Deductive versus Inductive

  10. Essential Question How can teachers design student investigations which increase knowledge retention and transfer?

  11. Six Types of Tasks that Employ Hypothesis Generation and Testing • Systems Analysis • Problem Solving • Historical Investigation • Invention • Experimental Inquiry • Decision Making

  12. System Analysis Explain the purpose & parts of the system and the function of each part Describe how the parts affect each other Hypothesize what would happen if one part of the system changed Test the hypothesis Explain the hypothesis and conclusion

  13. System Analysis Scenario Scenario: A teacher is planning a unit on the three branches of government. The instructional goals for the unit include having students name each branch, identify the purpose and function of each, and explain the concept of “checks and balances.”

  14. Small Group Planning • Read the scenario. • Use the flow map to assist you in modifying the unit plan, and include opportunities to generate, test and explain hypotheses. • Be prepared to share the modifications.

  15. Problem Solving Describe barriers or constraints preventing achievement of the goal Identify solutions for overcoming barriers and hypothesize which solution will likely work Identify the goal to be accomplished Test the hypothesis through experimentation or simulation Determine if another hypothesis should be tested Explain the outcomes of the tests and whether the hypothesis was correct

  16. Problem Solving Scenario Scenario: A technology education teacher is planning a unit on architectural support principles. The culminating investigation requires the students to use a blueprint with the structural materials specified to calculate how much weight the bridge will support.

  17. Historical Investigation Identify the knowns and unknowns or what is agreed upon and what is not Based on the knowledge, create a hypothetical situation Clearly describe the historical event to be examined Analyze evidence to determine if the hypothetical situation is plausible Explain the hypothesis and conclusion

  18. Historical Investigation Scenario Scenario: A social studies teacher is planning a unit on the Constitutional Convention. One instructional goal requires the students to identify the events leading to the convention, the attendees, and the basic disagreements/compromises.

  19. Invention Identify specific standards that would improve the situation or meet the need Brainstorm ideas and hypothesize the likelihood that they will work Describe a situation to improve upon or a need to which one must respond If the hypothesis suggests that an idea may work draft, sketch, or actually create the invention Develop the invention to the point where the hypothesis can be tested Explain the hypothesis, outcomes, and conclusions

  20. Invention Scenario Scenario: A teacher is planning a unit on forces and motion. One instructional goal requires the students to design a carrier that will protect an egg that is dropped from a height of 10 feet. The final project requires students to draw sketches of the inventions.

  21. Experimental Inquiry Generate a hypothesis to predict the outcome if the rule is applied to a new situation Observe something of interest and describe the observations Apply specific theories/rules to explain the observations Set up experiments or activities to test the hypothesis Explain the hypothesis, results, and conclusion Determine if additional experiments or an alternate hypothesis is necessary

  22. Experimental Inquiry Scenario Scenario: A teacher is planning a unit on heat. The instructional sequence includes an experiment where 3 beakers of water are placed in a sunny area. Each beaker of water has a different color of construction paper covering it. The students rank the water temperature in order from coolest to hottest.

  23. Decision Making Identify criteria that will be used to evaluate the options Evaluate and prioritize each option based on the identified criteria Describe the decision to be made and hypothesize several options to consider Select the option with the highest priority rating Explain the process used to prioritize and ultimately select an option

  24. Decision Making Scenario Scenario: A health and physical education teacher is planning a unit on healthful living. The students will maintain a food diary for 2 days and will classify the foods according to the categories on the food pyramid.

  25. Why Hypothesize? Why Hypothesize?

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