Assignment #9: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 9: Generating and Testing Hypotheses.
Remember: Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part C and D. We’re trying to make the blog easier to read and more user- friendly. Thanks!
A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of Generating and Testing Hypotheses in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter.
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 9 and reflect briefly on your thinking after reading the “Research and Theory” section of Generating and Testing Hypotheses.
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may share how you would use this strategy in your classroom) – please post a brief reflection of how this went to the posting labeled Week Nine: Generating and Testing Hypotheses.
D. Final Strategy Reflection: A sequence of questions posted below asks you to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post a brief reflection of how this went to the posting labeled Week Nine: Generating and Testing Hypotheses.
How has the information you read in this chapter on Generating and Testing Hypotheses effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• How might I change how use Generating and Testing Hypotheses in my classroom?
• What is something you now understand better about Generating and Testing Hypotheses?
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An exercise that this chapter prompted me to do with my third-year students is the following: I created a short reading of no more than a paragraph, where the two forms of the past tense in Spanish were used. In the first part of the exercise the students were asked to work in pairs, having one person read the passage aloud while the other read along silently, alternating roles half-way through the paragraph. They then identified the verbs in the preterit and the imperfect. They wrote these verbs down and they wrote why they were in the preterit and the imperfect, based on what we know about the rules of these two tenses. At this point we came together as a class and went over what everyone had done to see that everyone was in agreement and in order to set up for the next step. In part two of this exercise, I asked the pairs to work together to change some of the verbs that were in the preterit and/or imperfect into the opposite tense and see how the reading’s meaning changed. I told them that they probably wouldn’t want to change all of the verbs, but that they could change some of them and come out with a new reading that would make perfect sense and whose meaning would change somewhat. As a matter of fact, as a class, we would probably end up with several readings that were all slightly different. Before we started, I asked them to think about why this could be done. We hypothesized as a class about the basic differences between the preterit and imperfect, with preterit being a completed action in the past (it rained yesterday), and imperfect being a description or ongoing action in the past (it was raining yesterday). I give each pair some newsprint to write out their new paragraphs on and they got to work. When they were done, they taped their newsprint paragraphs up one the walls and then we looked them over as a class and we talked about whether the sentences were viable for the readings as a whole. Some of the sentences in each reading ended up being funny and nonsensical and we crossed them out, but others ended up being either funny and making sense or making sense, period! We talked about why they worked and how changing the tense could work for the sentence but it would change the meaning of the particular sentence and surrounding sentences in certain ways. The students LOVED that exercise in both of my Spanish III classes. It took the entire 90 minutes of class but by the end they all said that they felt that they had a much stronger sense of how the preterit and the imperfect worked. I was thrilled, since students constantly struggle with this concept.
This exercise was, for me, another eye opener. Having students test their hypothesis and see how things changed when they changed things taught them so much and it was so much fun for me to see their “ah ha” moments. I have taught this concept for thirteen years and I am always trying to find ways to make it more “real” for students. Reading this chapter helped me to come up with the exercise above. That exercise, which was not that great, did wonders to help my students make that information make sense for them. They manipulated and tested what they had been taught. They worked at a deeper level and became more understandable. I’m delighted. I will be inventing other kinds of exercises that allow my students to generate and test hypotheses as it’s clear that this truly helps them make information their own.
Hi Robin...You've had this consistent and amazing way of taking Marzano's strategies and implementing them into your own classrooms and engage your students in some higher level thinking activities...this again was another great example. I only wish that we had some other students in the course who would have been able to benefit from your experiences. Next week I will post the last assignment for the course. It's been a great opportunity for us to learn from you also because most of the participants have been from either elementary or middle school!
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