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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3 comments:
C. Systems Analysis
As my first graders were studying amphibians one of our discussions concerned the ecosystem (habitat) and food chain of a frog.
I asked my students to create a poster of an ecosystem in which a frog would live. I used the framework for systems anlysis. I asked them to explain the parts & purpose of the ecosystem and how they function.
After all of my class had completed this project, I asked them what would happen if we changed one part of the ecosystem-"What if all of the insects and other food that a frog might eat disappeared?"
After discussing I asked them to 1).choose one part of the ecosystem to take away 2).hypothesize what would happen to the rest of the ecosystem as a result of the change. This was a great activity, my students had a few aha! moments.
To test their hypothesis by using a simulation, we accessed United Streaming, an internet website, and we viewed a frog's ecosystem. The movie showed a simulation of what would happen if there was a change in one part of the system and how it would affect the rest.
D. Reflection:
Next time we do this activity I will provide my students with a sentence stem and have them explain their hypotheses in writing. I want to incorporate generating and testing hypotheses in more of my units. I can see such great possibilities in having my students explain and defend their hypotheses.
C. Historical Investigation—combining Decision Making, Problem Solving and Investigation.
With the year coming to a close I thought about how I might implement this strategy next year.
First, I began to think about The Great Migration (The Oregon Trail) which is part of our Oregon curriculum.
I began my thinking this way………..
Which Major Power controlled the Land?
1. Discuss the various Explorers who claimed to have landed in North America. The Britans, Spaniards, Dutch etc.
2. Discuss who controlled the Western part of the United States. Many believed it was Britain. But, Britain did not consider that the Americans had the fortitude to make the trip across the great Continent.
3. Students will investigate and form a hypotheses of “Who would control” the Western part of the United States.
I began to think about how students would test who controlled the Western part of the United States. What and Where would America be if the Great Migration did not happen.
I ended this way…………………………..
I thought my first investigation was too big for students to tackle. So I tried to think smaller. I then thought about the route the Pioneers took. What would happen if there were parts of the Trail that had not been formed for the pioneers to use.
Finally, I chose to combine three of the processes:
Decision Making: What were the best trails for travel on the Oregon Trail.
Problem Solving: Students are encouraged to look at various routes that enabled the pioneers to get across the Continent in a timely and safe manner. Which routes were the Safest? Quickest?
Investigation: Students are encouraged to look at various routes. Examples: South Pass was a major route through the Rocky Mountains, Short cuts through the desert where many died. What if South Pass hadn’t been discovered yet.
Providing ways for students to share their findings:
• Provide students with maps and routes
• Provide students time to share in front of the class their findings
D. I really wrestled with this instructional strategy. It is so easy to use this strategy in Science. I really had to think how to apply Generating and testing an hypothesis in using an historical event like the Oregon Trail. I had a difficult time keeping the investigation small and specific enough for students to create and test a hypothesis.
WOW!!! Great displays of higher level thinking!!!
Paula - what a way for first grade to generate and test hypotheses in the area of science!!! I actually shared your entire description with our Gr. 3 team (who teach the food chain) and they were very excited about trying it next year.
Grace - I know you said you struggled to make this work in Social studies, but I think you nailed it. I loved the combined use of decision making, problem solving, and then student investigation.
In both of the assignments, students are required to explore deeper within their content areas and pushed to deeper levels of comprehension in the content area. Great Job!!!! :)
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