Post on 04-Jan-2016
description
Generating & Testing Hypotheses
Research-Based Strategies for Increasing Student Achievement
Compiled from:Classroom Instruction That Works!
By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock
Classroom Instruction That Works!Facilitator’s Manual
By: McRELClassroom Instruction That Works!
Participant’s ManualBy: McREL
Curriculum & Staff Development Center
Training ObjectivesParticipants will:
Understand the purpose of generating and testing hypotheses as it relates to student learning.Know and understand the two approaches of using this strategy in the classroom settingIdentify ways to integrate this strategy across the disciplines
Research & Theory
Category Ave. Effect Size (ES)
Percentile Gain
No. of ESs
Identifying Similarities and Differences 1.61 45 31
Summarizing & Note Taking 1.0 34 179
Reinforcing Effort and Providing Recognition .80 29 21
Homework & Practice .77 28 134
Nonlinguistic representations .75 27 246
Cooperative Learning .73 27 122
Setting Objectives & Providing Feedback .61 23 408
Generating & Testing Hypotheses
.61 23 63
Questions, Cues, and Advance Organizers .59 22 1,251
Generating and Testing Hypotheses
Enhance students’ understanding
of and ability to use knowledge by
engaging them in mental processes that involve
making and testing hypotheses.
Table Activity
Complete the graphic organizer handout by writing words that you associate with “generating
& testing hypotheses”.
Add more spokes if you need.
Graphic Organizer Hand=Out
Generate and test hypotheses
Four Planning Questions for Instruction
What knowledge will students learn?
Which strategies will provide evidence that
students have learned that knowledge?
Which strategies will help students practice, review,
and apply that knowledge?
Which strategies will help students acquire and
integrate that knowledge?
Four Planning Questions for Instruction
What knowledge will students learn?
Which strategies will provide evidence that
students have learned that knowledge?
Which strategies will help students practice, review,
and apply that knowledge?
Which strategies will help students acquire and integrate that knowledge?
Generating & Testing Hypotheses
Generalizations from the Research on Generating & Testing Hypotheses
1. The generating and testing of hypotheses can be approached in an inductive or deductive manner.
2. Teachers should ask students to clearly explain their hypotheses and their conclusions.
The Two Approaches
•Deductive Thinking
…..is the process of using a general rule to make a prediction.
•Inductive Thinking
….. is the process of drawing new conclusions based on information we know or are presented with.
Recommendations for Classroom Practice
1. Make sure students can explain their hypotheses and conclusions.
2. Use a variety of structured tasks to guide students through generating and testing hypotheses.
Recommendation # 2Use a variety of structured tasks to
guide students through generating and testing hypotheses.
• Decision Making
• Problem Solving
• Invention
• Experimental Inquiry
• Historical Investigation
Recommendation # 1Make sure students can explain their
hypotheses and conclusions.
1. Provide students a set of steps for the task.
2. Use familiar content to teach the students the steps in the process.
3. Use graphic organizers to record information when carrying out the process.
Decision Making:
~ is about choosing an option around a decision that needs to be made and examining criteria and alternatives related to that decision.
Problem Solving:
~ is about removing constraints or barriers to find the best solution to an unstructured problem.
Invention:
~ involves creating something to fit a need or to improve upon something that already exists in order to make it better.
Experimental Inquiry:
~ is the process of developing and testing hypotheses of things we observe.
Historical Investigation:
~ is the process of identifying and resolving issues or contradictions from history about which there is confusion.
Systems Analysis
~ is the process of analyzing the parts of systems and the way they work together.
Classroom Example
Model of the decision making process using the
context of the family vacation.
Criteria AlternativesWashington, DC San Francisco New York City
1. A variety of appropriate activities
3 X ___ = 3 X ___ =
3 X ___ =
2. Low or moderate cost for activities
2 X ___ = 2 X ___ = 2 X ___ =
3. Short time to get there
2 X ___ = 2 X ___ = 2 X ___ =
TOTALS
Decision Making Matrix
Criteria Alternatives
Washington, DC San Francisco New York City
1. A variety of appropriate activities
3 X 3 = 9 3 X 3 = 9
3 X 4 = 12
2. Low or moderate cost for activities
X = X = X =
3. Short time to get there
X = X = X =
TOTALS
Completed MatrixCriteria Alternatives
Washington, DC San Francisco New York City
1. A variety of appropriate activities
3 X 3 = 9 3 X 3 = 9
3 X 4 = 12
2. Low or moderate cost for activities
2 X 3 = 6 2 X 4 = 8 2 X 3 = 6
3. Short time to get there
2 X 3 = 6 2 X 1 = 2 2 X 3 = 6
TOTALS 21 19 24
Group ActivityUsing the Decision Making strategy, work
with your partners to create your matrices.
1. Identify a decision that must be made in your school.
2. Identify the criteria on which the decision
will be made and the possible alternatives.
3. Assign weights to each criterion, assign a rating and complete the matrix.
Criteria Alternatives
X = X = X =
X = X = X =
X = X = X =
TOTALS
Key Points Techniques for generating and testing
hypotheses may be inductive or deductive.
Techniques for generating ideas and testing hypotheses that are more deductive in nature seem to have a greater effect on achievement than inductive techniques.
There are a variety of structural tasks that can be used to help students through the process of generating and testing hypotheses.
Reflection on Learning
1. What have you learned about generating and testing hypotheses?
2. What questions do you have about generating and testing hypotheses?
3. What changes might you make in your practice related to generating and testing hypotheses?
4. What support might you need to make these changes?