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Generating & Testing Hypotheses

Questions, Cues, & Advance Organizers

Hypotheses Most powerful and analytic of

cognitive operations is generating and testing hypotheses.

Generating and testing hypotheses involves the application of knowledge.

Hypotheses

Hypothesis generation and testing can be approached in a

inductive or deductive manner.

Type of Hypotheses Deductive

thinking is the process of using a general rule to make a prediction about a future action or event.

Inductive thinking is the process of drawing new conclusions based on information we know or are presented with.

Deductive Reasoning

A deductive approach first presents the principles and then asks students to generate and test hypotheses based on the principles they have been taught.

Deductive approaches produce better results.

Inductive Reasoning

Inductive instructional techniques require student to first discover the principles from which hypotheses are generated.

Generating Hypotheses

Thinking in real life is probably never purely inductive or deductive

Student Thinking Teachers should ask students to clearly

explain their hypotheses and their conclusions.

The process of explaining their thinking helps students deepen their understanding of the principles they are applying.

Inductive Reasoning

If an inductive approach is being used, students might be asked to explain the logic underlying their observations, how their observations support their hypotheses, how their experiment tests their hypotheses and how their results confirm or disconfirm their hypotheses.

Deductive Reasoning

If a deductive technique is being used, students would not be engaged in the observation phase of this process.

Thumbs Up Activity

Determine the cooperative roles for your group.

Read over the directions given to your group.

Prepare to share your results in 10 minutes.

Hypotheses

Decision Making

ExperimentalInquiry

Invention

Historical Investigations

ProblemSolving

Systems Analysis

Types ofHypotheses

Systems Analysis

Ask students to generate hypotheses that predict what would happen if some aspect of a system were changed.

Problem Solving While engaged in solving

problem, student must generate and test hypotheses related to the various solutions

Historical Investigation

Students construct plausible scenarios for events from the past, about which there is not general agreement.

Invention Invention often

demands generating and testing multiple hypotheses, until one of them proves effective.

Experimental Inquiry

Experimentally inquiry across the disciplines to guide students in applying their understanding of import content.

Decision Making

Using a structured decision-making framework can help students examine hypothetical situation, especially those require them to select what has the most or least of something or which the best or worst example to something.

Decision Mountain

Decision______________________________________________________________________________

Consequences1. ________________________ 2. ________________________ ________________________ ________________________

3. ________________________ 4. ________________________ ________________________ ________________________

Options1. _____________________________________________________2. _____________________________________________________3. _____________________________________________________4. _____________________________________________________

Define Problem____________________________________________________________________________________________________________________

Make sure students can explain their hypotheses and their conclusions

Video Clip

Ask students to explain their thinking as they generate and test hypotheses.

Hypotheses

Provide students with templates. Provide sentence stems. Ask students to turn in audiotapes Provide or help develop rubrics Set up events

Cues, Questions, and Advance Organizers

Cues involve hints about what students are about to experience.

Questions perform about the same function

Cueing and questioning are at the heart of classroom practice.

Video clip

Cues and Questions

Cueing and questioning might account for as much as 80 percent of what occurs in a given classroom on a given day.

Cues and questions should focus on what is important as opposed to what is unusual.

Cues and Questions

Higher level questions produce deeper learning that lower level questions can not, i.e. Blooms.

Questions That Elicit Inferences

Teachers might use the questions to help students make inferences about things, people, actions, events, and states of being.

Analytic Questions

Some questions require students to analyze and even critique the information presented to them.

Cup Activity

Determine the cooperative roles for your group.

Read over the directions given to your group.

Prepare to share your results in 10 minutes.

Classroom Use

Teachers can use questions BEFORE a learning experience to establish a mental set with which students process the learning experience.

Waiting briefly before accepting responses from students has the effect of increasing the depth of students’ answers.

Classroom Use

Cues and questions are common features of requiring students to restructure information or apply knowledge in some way.

Explicit Clues

Cues are straightforward ways of activating prior knowledge.

Hat TypesWhite Hat Available data, Past trends,

Gaps in the data

Red Hat Intuition, Gut Reaction,Emotion

Yellow Hat The pessimistic viewpoint,Why it might NOT work?

Gray Hat The optimistic viewpoint

Green Hat Creativity,Other ways of doing things

Blue Hat Process Control

Hat Activity

Determine the cooperative roles for your group.

Read over the directions given to your group.

Prepare to share your results in 10 minutes.

Advance organizers are closely related to cues and questions. Advance organizers should focus on what

is important as opposed to what is unusual. High level advance organizers produce

deeper learning than the lower level advance organizers.

Advance organizers are most useful with information that is not well organized.

Different types of advance organizers produce different results.

Advanced Organizers

There are four general

types of advance organizers:

1. expository, 2. narrative, 3. skimming,4. illustrated.

1. Expository Organizers

Expository advanced organizers are straightforward description of the new content that students will be learning. It can be oral and/or written description but it should include only the essential content.

2. Narrative Organizers

Narrative advance organizers are stories which help students make personal or real-world connections.

3. Skimming

Skimming information before reading is a powerful form of an advanced organizer. Skimming allows for previewing of information to determine what is important. Teach students to look at heading, subheading and bold terms for an outline of the content.

4. Illustrated Organizers

A graphic organizer gives a framework or outline with which the student can retain the skill and knowledge given. A blank organizer provides conceptual hooks on which students can hang ideas that might seen disconnected without the organizer.

References to Graphic Organizers

Focus on Marzano – First Presentation on Similiarites and Differences – Fall 2004

“Mercury” Marzano – Volume 4 on Non-Linguistic Representations Spring 2006

Handbook for Classroom Instruction that Works, pp. 281-287, blackline masters on pp. 351-368

Summary:

Nine strategies that affect student achievement

1. identifying similarities and differences – 45% gain2. summarizing and note taking - 34% gain3. reinforcing effort and providing recognition - 29% gain4. homework and practice - 28% gain5. nonlinguistic representations - 27% gain6. cooperative learning - 27% gain7. setting objectives and providing feedback - 23% gain8. generating and testing hypotheses - 23% gain9. questions, cues and advance organizers - 22% gain