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?