Title: Generating and Testing Hypotheses
1Generating and Testing Hypotheses
- Based on MCREL
- Classroom Instruction that Works
- by Robert Marzano, Debra Pickering and Jane
Pollock
2Outcomes
- To become aware of the two generalizations drawn
from the research on generating and testing
hypotheses - To understand how six types of hypotheses tasks
can be used extensively both in classrooms and in
day-to-day work applications
3 4The process of generating and testing
hypotheses involves the application of
knowledge.
52 Generalizations for Classroom Use
- Hypothesis generation and testing can be
approached in a more inductive or deductive
manner. - Generally speaking deductive approaches produce
better results. - Teachers should ask students to clearly explain
their hypothesis and their conclusions.
6Use a variety of structured tasks across the
curriculum to guide students through generating
and testing hypotheses.
- Systems Analysis
- Problem Solving
- Historical Investigation
- Invention
- Experimental Inquiry
- Decision Making
7Steps for Classroom Use
- Give students a model for the process.
- Use familiar content to teach students the steps.
- Give students graphic organizers.
- Guide students as needed.
- Ask students to explain their hypotheses and
their conclusions.
8DECISION MAKINGFramework/Model
9DECISION MAKINGFramework/Model
10DECISION MAKINGFramework/Model
11- The basic process is the same for all six types
of tasks.
12 13At your table
- Examine the Hypothesis Testing Comparison Grid
- Discuss where in your work you apply each of
these processes. - Also discuss where teachers apply these processes
in their work with students.
14Each of these structured tasks would provide us
with the opportunity to guide you through the
process of generating and testing hypotheses.
- Systems Analysis
- Problem Solving
- Historical Investigation
- Invention
- Experimental Inquiry
- Decision Making
15Each of these structured tasks would provide us
with the opportunity to guide you through the
process of generating and testing hypotheses.
6. Decision Making
16Step One
17 18Step Two
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19Step Three
Subaru Outback
Explorer
Land Cruiser
Lexus
Price
Mileage
Flexibility
Size
Safety
20Step Three
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21Step Three - A
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22Step Four
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23Step Four
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24Step Five
25Step Six
26Step Six
HOLD ON! SCHOOL BUS YELLOW???
27Step Six
28Now its your turn
- Form triads.
- Determine a decision you could make using this
process. - Spending Staff Development Funds
- Assigning rooms to teachers
- Handling parent requests for teachers
- Duty or lunch schedules
- A decision of your own choosing
- Using the Decision Making Graphic Organizer,
complete Steps 1-6 in Decision Making.
29Youre Not Finished Until Youve Considered . . .
- My hypothesis about the best alternative
- I think this idea will work because . . .
- After I completed the decision-making process, I
found . . . - As a result of doing this task, I learned . . . .
30Steps for Classroom Use
- Give students a model for the process.
- Use familiar content to teach students the steps.
- Give students graphic organizers.
- Guide students as needed.
- Ask students to explain their hypotheses and
their conclusions.
31WHAT DID YOU FIND?
- What issues arose as you engaged in this
decision- - making task?
- What insights did you gain
- about decision-making as a process?
- What knowledge would
- teachers need to use this process well with
their students?
32Systems Analysis
- ecosystems
- anatomical systems
- government
- weather
- transportation
33Problem Solving
- Build something with limited resources
- Model car
- Bridge
- Consider different approaches to a solution using
concepts related to a problem - Energy
- Gravity
- Motion
- Inertia
34Historical Investigation
- Construction of plausible scenarios of an
historical event when there is no general
agreement - i.e. Roosevelts role in the events
leading up to Pearl Harbor - Investigating and analyzing information of
historical events which may have more than one
perspective - i.e. Battle of Little Big Horn vs.
Custers Last Stand
35Process of Invention
- Using knowledge and understanding of the
principles of the cardiovascular and muscular
systems - Invent a new form of exercise
- This requires generating and testing multiple
hypotheses
36Experimental Inquiry
- Most commonly associated with the scientific
process - Teachers can use across all disciplines to guide
students in applying their understanding of
important content.
37Experimental Inquiry
- Possible framework
- Observe and describe what you observe.
- Apply specific theories or rules to explain your
observations. - Based on your explanation, generate a hypothesis
to predict what would happen if you applied the
theories or rules to a situation related to what
you observed. - Set up an activity to test your hypothesis.
- Explain the results of your experiment (or
activity). - Decide if your hypothesis was correct and what
additional experiments you may need to conduct.
38Decision Making
- This provides students (and adults) with a
structure to examine hypothetical situations. - Especially when required to select
- The most or least of something
- The best or worst of something
- e.g. Who would you say is the most influential
musical group of the last decade? - e.g. What is the best pizza restaurant in the
city?
39So would a teacher pick one and just go for it or
. . . . . .?
- 10th graders studying World War II might select
one of the following choices within the course of
the unit - Decision Making What is your hypothesis as to
the best method of ending WWII other than the use
of the Atomic Bomb? - Problem Solving If you were president of the
U.S. during WWII, how would you force the
unconditional surrender of Japan without using
the atomic bomb AND also provide for a secure,
post-war world? - Investigation Why did Japan attack Pearl
Harbor? What is your hypothesis about the
provocation for the attack? Collect evidence
which would confirm your hypothesis.
40With a partner at a different table discuss the
following
- How did this information affirm or disaffirm what
I already knew about decision making? - How did it enhance my understanding of generating
and testing hypotheses? - How will it impact my work with my staff?
41