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

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

Generating and Testing Hypotheses

New Hanover County Schools

Outcome

Modify a unit to provide students opportunities to generate, test, and explain hypotheses.

Why Hypothesize?

WhyHypothesize?

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.

Generalizations from Research

Providing students opportunities to generate, test, and explain hypotheses 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.

Two Approaches to Generating and Testing Hypotheses in the Classroom

Deductive

Inductive

Teacher presents principle/

general rule

Students generate and

test hypotheses

Students explain

hypotheses and

conclusions

Students discover

principle/general rule and explain

reasoning

Students identify

patterns and generate

hypotheses

Students engage in a variety ofIntentionally-

plannedexperiences

Deductive versus Inductive

0

5

10

15

20

25

Percentile Gain

DeductiveTechniques

InductiveTechniques

Approach

Essential Question

How can teachers design student investigations which increase knowledge retention and transfer?

Six Types of Tasks that Employ Hypothesis Generation and Testing

Systems Analysis Problem Solving Historical Investigation Invention Experimental Inquiry Decision Making

System Analysis

Explain the purpose &

parts of the system and the function of each part

Describe how the parts

affect eachother

Hypothesize what would happen if

one part of the system changed

Test the hypothesis

Explain the hypothesis

and conclusion

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.”

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.

Problem Solving

Identify the goal to be

accomplished

Describe barriers or constraints preventing

achievement of the goal

Identify solutions for overcoming

barriers and hypothesize

which solution will likely work

Test the hypothesis

through experimentation

or simulation

Explain the outcomes of the tests and whether the

hypothesis was correct

Determine if another

hypothesis should be

tested

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.

Historical Investigation

Clearly describe the

historical event to be examined

Identify the knowns and unknowns or

what is agreed upon and what

is not

Based on the knowledge,

create a hypothetical

situation

Analyze evidence to

determine if the hypothetical situation is plausible

Explain the hypothesis

and conclusion

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.

Invention

Describe a situation to

improve upon or a need to which one

must respond

Identify specific standards that would improve the situation or meet the need

Brainstorm ideas and

hypothesize the likelihood that they will

work

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

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.

Experimental Inquiry

Observe something of interest and describe the observations

Apply specific theories/rules to explain the observations

Generate a hypothesis to

predict the outcome if the

rule is applied to a new situation

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

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.

Decision Making

Describe the decision to be

made and hypothesize

several options to consider

Identify criteria that will be used to evaluate the

options

Evaluate and prioritize each

option based on the identified

criteria

Select the option with the highest priority

rating

Explain the process used to prioritize

and ultimately select an

option

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.

Why Hypothesize?

WhyHypothesize?