Reminder...all coursework is due 12/5!!!
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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2 comments:
Assignment #9
Generating and Testing Hypothesis
By Ryan King
C) During the course of instruction I will often ask students what they think the proper way to solve a problem is. We will then go through and look at the different suggestions to determine which approach is the best. During the introductory phase of functions, Algebra 1 students will be asked to use deductive reasoning to identify sections of graphs and give plausible explanations for why the graphs are shaped the way they are. These are both examples of unstructured hypothesizing. One topic in Algebra 2, however, uses very a very structured process to generate and test hypothesis. This process is called linear programming, and I didn’t even realize that it could be explained as generating and testing hypothesis until I read this chapter. Unfortunately, I have already taught this topic this year, but here is what I plan to do in the future. Students are asked to identify constraints, map out those constraints to find limits, and then use those limit to find maximum or minimum values. The maximum or minimums sometimes occur on the x or y axis, and sometimes will occur in space. Next year, as students learn about where these maximum/minimums are at, I’ll ask them to use the constraint equations to make a prediction about where the value may occur at. Then we will use the linear programming process to see how close their predictions are. This way students will be learning how to estimate and predict solutions, and also learning the process of linear programming.
D) In the future, I will be using hypothesis in areas where students will be able to recall on prior knowledge. This way I hope to create links to the different concepts that we cover, so that students will see the bridge between the different units that we cover. I didn’t realize how generating hypothesis could be used as such a powerful introductory set in math. I’ve seen it used so well in science classrooms, but I’ve never really seen it used well in upper level math classes. I suppose estimation is another area of math where we generate and test hypothesis, and estimation is one of the best problem solving strategies that we teach students. My pre-algebra students benefit from estimating solutions to problems with fractions prior to actually solving them. This process allows them to picture a solution, and then to go and find a solution that fits their picture.
Thanks again Ryan for sharing your thinking - it sounds like your ideas for generating and testing hypotheses will definitely support student learning in the future...although the math was somewhat over my head :)
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