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Generating and Testing Hypotheses

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Hypothesis generation and testing can be approached in a more inductive or deductive manner. ... to clearly explain their hypothesis and their conclusions. ... – PowerPoint PPT presentation

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Title: Generating and Testing Hypotheses


1
Generating and Testing Hypotheses
  • Based on MCREL
  • Classroom Instruction that Works
  • by Robert Marzano, Debra Pickering and Jane
    Pollock

2
Outcomes
  • 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


4
The process of generating and testing
hypotheses involves the application of
knowledge.
5
2 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.

6
Use 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

7
Steps 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.

8
DECISION MAKINGFramework/Model
9
DECISION MAKINGFramework/Model
10
DECISION MAKINGFramework/Model
11
  • The basic process is the same for all six types
    of tasks.

12


13
At 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.

14
Each 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

15
Each of these structured tasks would provide us
with the opportunity to guide you through the
process of generating and testing hypotheses.
6. Decision Making
16
Step One
17


18
Step Two
4
2
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3
3
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Step Three
Subaru Outback
Explorer
Land Cruiser
Lexus
Price

Mileage
Flexibility
Size
Safety
20
Step Three
4 x
2 x
21
Step Three - A
3
3
3
2
4 x
2 x
1
1
1
1
1
1
1
1
4
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1
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22
Step Four
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8
8
4 x
3
2
3
2
12
2 x
2
1
1
1
4
2
2
2
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3
2
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6
9
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9
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4
4
3
12
16
16
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2
1
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23
Step Four
12
8
8
4 x
3
2
3
2
12
2 x
2
1
1
1
4
2
2
2
2
3
2
3
6
9
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9
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1
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40
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24
Step Five
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Step Six
26
Step Six
HOLD ON! SCHOOL BUS YELLOW???
27
Step Six
28
Now 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.

29
Youre 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 . . . .

30
Steps 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.

31
WHAT 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?

32
Systems Analysis
  • ecosystems
  • anatomical systems
  • government
  • weather
  • transportation

33
Problem 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

34
Historical 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

35
Process 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

36
Experimental Inquiry
  • Most commonly associated with the scientific
    process
  • Teachers can use across all disciplines to guide
    students in applying their understanding of
    important content.

37
Experimental 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.

38
Decision 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?

39
So 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.

40
With 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

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