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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C. This chapter on generating and testing hypotheses was the first chapter in this book where I didn’t feel like I was thinking of numerous ways I could incorporate the ideas into my curriculum. That said, I did find the chapter interesting. One of the classroom strategies mentioned in this chapter that I will use was Experimental Inquiry. I liked the example that was presented in the book of having students analyze the effects of the use of literary devices in literature and then make a hypothesis of how using similar literary devices would effect their own writing. In English 9 students spend a bit of time learning about and analyzing various literary devices. In past years I have had them incorporate some of those literary devices into their own writing but I’ve never had them hypothesize how using such devices would effect their writing. I especially like the idea of having them do this during the poetry unit.
The other strategy that I might try from this chapter is the Historical Investigation. History, by its nature of being a collection of stories told from a perspective, lends itself to being open to disagreement over facts. Students often don’t recognize that what they are learning is to some extent someone’s perspective on an event. The Historical Investigation strategy offers them a chance to form a hypothesis about a historical event over which there exists some difference of opinion and then through investigation try to check its plausibility. I haven’t decided yet exactly where I will use this strategy but I think I would like to use it.
D. The change in my classroom that I might make based on the reading of this chapter on generating and testing hypotheses, is that I will now have students write hypothesis in both English 9 and US History. This is something that I’ve never done in either class in the past. I can see where writing hypothesis involves students in applying knowledge which could deepen their understanding of the principles being studied. One thing that I understand better as a result of reading this chapter is that having students clearly explain hypothesis and conclusions in writing provides another means of deepening their level of understanding of the material.
Chapter 9
Part C:
This was one of the more interesting chapters read so far. As I read the chapter I was a little apprehensive of how I might include these ideas into my teaching. LIke Colleen talked about I think one of the ideas I may use is Experimental Inquiry. And like Colleen I think it would be an effective strategy on the use of literary devices. I am having trouble wrapping my brain around how best to teach this to my students. Most teacher teach the use of literary devices but I don't think we teach them how to hypothesize how they would be used in their writing. It is an interesting concept and one I will try with my 5th graders.
The problem solving strategy is one I am planning on using at the beginning of the year. I am going to have my students in groups create newspaper tower using only newspaper and masking tape. They will have constraints of they will build it but I will have them hypothesize how you can build the strongest and tallest tower without it tipping over. Should make for some good discussion and the activity is very engaging.
Part D:
The one way that I will change how I use Generating and Testing Hypotheses is that i won't just use it in science. But I plan on using it over a variety of different subjects. I understand that there are different ways to generate hypothesis and again its not just used in science.
Chuck Camp
Assignment #9
C.
The first big unit I teach in 4th grade is Everything You Never Wanted to Know about Chocolate and More. At the same time I’m teaching this unit, my student teacher will be teaching about Body Systems. I liked the example given under Invention, where the students need to invent a new form of exercise. This could be a serious invention or something on the humorous side. This would probably be a great presentation piece and I could use it as a speaking work sample. Of course when you toss out an assignment like this, there will be some students who can just grab it and run, while others would have that deer in the headlights stare. So setting up standards for the invention will help, and so will sentence stems, and a well developed rubric. Parents love to come watch any presentations their kids are doing and that always seems to boost the effort with a large part of the class.
D.
Apparently, my comfort zone has been keeping all hypothesis work involved with science. I need to step away from this and experiment elsewhere. Thinking about the product I’ve been getting with 4th and 5th graders, who struggle with creating a hypothesis in the first place, probably because I haven’t used it enough, I can see how the historical investigation will work as we study the Northwest Coast Native Americans and the OregonTtrail. I understand now that there are multiple ways to incorporate the use of creating and testing hypotheses and this will be one of my challenges this year to make use of them.
I agree that it has been most comfortable and logical for me to use hypotheses generation and testing primarily during science instruction. I now have some ideas for implementing this in other content areas, which I think will provide many benefits to my students.
Assignment #9
Part C:
I plan to use the Systems Analysis task in several of my major units this coming year to engage students in generating and test hypotheses. In my unit regarding Biomes of the World, students learn about animal and plant systems that exist within an ecosystem, as well as adaptations that could be made by the organisms in order to survive in different circumstances. To help them better understand the function and importance of the life systems taking place in their chosen biome of study, they can make predictions as to what may happen in the biome if a certain part of a system were removed. Students could then research the scenario if it has possibly happened (i.e. deforestation in the tropical rainforest, an endangered species), or support their hypothesis with facts that they have learned about the ecosystem.
I would also like to use the Systems Analysis task in our study of the economy as a part of the Junior Achievement BizTown simulation. As the importance and function of each part of a community’s economy is a bit abstract for kids, it would be helpful for them to be asked to consider what would happen if various pieces of the economy were removed. They each have a role in this economy simulation, so we could actually discover what might happen in a variety of scenarios. I think that this would give students a concrete example of an economy and its parts, as well as help them to see the value of each part of the system.
Part D:
Currently, I include the generating and testing of hypotheses in my science curriculum fairly often, but I plan to change this by incorporating tasks based around this into more subject areas. In doing so, I think that students will develop valuable critical thinking skills and a general way of thinking that will help them to be successful in many activities. For example, the Historical Investigation task idea could also be used while teaching reading skills, as students could use the general framework for characters and/or situations in a story where there is no clear outcome. As the example involving Mr. Sanders shows on page 109, the tasks mentioned in this section could also provide a platform by which great differentiation could take place. I plan to use the ideas in this way as well.
With the above ideas being said, I now better understand how to implement these activities across content areas. I know that I need to get kids thinking critically like this often, and I think that they need to understand that constant predicting and testing of outcomes is not just for science, but is a skill for life. I have also learned that the response portion of these activities is key (and I like the variety of response methods named on page 110); I do not always ask kids for the detailed explanation as to how they arrived at their hypothesis now, but I think that it is important in helping them to make logical and well informed predictions.
C.
Ok, I’ll admit it, when I started reading this chapter I was positive there would be nothing for me to connect to my classroom. I mean, I am a language arts and literacy teacher; we don’t generate and test hypothesis in those classes. But then I realized that as a literacy teacher, I ask my students to form theories about characters and then find evidence in the story to support that theory. We also revise our theories as we read more and find more evidence. So, if I had to choose one of the six tasks that is kind of like what I do in class, I would have to choose experimental inquiry.
D.
Something I better understand about generating and testing hypothesis is that hypothesis can be written in all subject areas. Something I might change about how I use generating and testing hypothesis is to provide sentences starts to help my students who are struggling to come up with their own theories (hypotheses). Hopefully it will make the process of generating theories and supporting them less overwhelming for my developing readers.
Hi all...just wanted to let you know that I've been reading your responses on my Iphone...but I do not have Internet access on my computer (we're on vacation on Florida for 2 weeks). I've been reading blog on phone and responding in a word document on computer, which I'll post this Friday 8/20 :)
C. At first glance, I was concerned that this chapter would be very difficult for a language teacher to come up with ideas of how to generate and test hypotheses. Originally, it seemed like a pretty clear-cut case of math or science. But upon further examination, several ideas came to mind. One is the idea of doing some “systems analysis” in the field of French linguistics and possibly even contrastive analysis with English. There are many facets of French grammar that could be studied and with which students could try to hypothesize rationales, histories, rules, etc. They could follow this up with research to prove or disprove their hypothesis. Another possibility is to do a historical investigation with a topic from French history, much like the example on page 109. I like the idea of having kids really think about hypothetical situations where they were in charge during a historically significant event. These types of activities usually prove to be interesting and enjoyable for students.
D. I would change how I use hypotheses generation and testing by implementing it more systematically. I’ve done some of this before, but more randomly and probably not as well thought-out as is presented in this chapter. As I said in C, I didn’t see many uses for this before reading this book. Now I see how powerful a tool this could be in stimulating critical thinking in kids about a variety of topics. I now understand better how to use it in my classroom, as well as different types of opportunities for its use. Tasks that involve higher-level thinking are always welcome and I appreciate the myriad of ideas that this book has to offer. One of the scenarios that Jeff and I have used to have kids explain their thinking is after our plays. Sometimes we have offered a “talk-back” session after the matinee performance where parents and other audience members can ask the students (both actors and technicians) how they approached different aspects of the play’s production. It’s been enjoyable to watch the kids swell with pride when interested audience members ask them probing questions with genuine admiration.
Thanks Colleen, Rhett, and Chuck. Colleen – while your mind didn’t go nuts with possibilities from this chapter, I really liked both of your ideas… of having students hypothesize how using literary devices would affect their writing and using the Historical Investigation strategy…what a great way for them to dig deeper into the “facts” that are presented to them in text, and realize that just because it’s in print, doesn’t necessarily mean it’s truth. Rhett – I think the hypothesizing with literary devices comes more into play when considering the effect that using these devices would have on the audience, or reader. Your idea on newspaper towers would be a great team building activity to use early in the year. Chuck – Mmmmm…that first unit sounds like a yummy one, and after reading , exploring, and eating all kinds of chocolate, exercise it just what the kids will need!…I’m wondering which state standards you finagled to fit that one :) I think most of us have been in the same comfort zone of using hypothesis in the science content area, but it really is great to see the all of the different instructional possibilities. Cassandra – Wow…what a great way to hypothesize…thinking about life systems…and hypothesizing what might happen if a segment of that system were removed. I love the fact that they MAY not be able to find definitive support for their hypotheses, but have to synthesize all the facts and information they’ve learned to makes their most educated hypothesis. I think you stated it perfectly…being able to make a “logical and well informed prediction” is a life skill…and as teachers, we need to provide these opportunities.
C. Using a variety of structured tasks to guide students through generating and testing hypotheses. For this I like to start with Aristotle’s poetics. He had like 13 elements of theatre, discrete from all other performing arts. I have the kids mine these out of the poetics, (which by the way is short and easy enough for most middle school classes to handle, contrary to the belief of most English teachers).
Aristotle says that plot is king, and character next. We watch some plays on film like Oedipus and then perhaps some Pinter. Oedipus is very plot driven; and although the characters are fascinating, Pinter's characters are king and often enough there is no plot at all. His stuff is like just slice of life. Then I have the kids break down films and plays and books they know. Do they fall on the plot side for importance or are the characters in first place with the plot behind? Debate ensues and the kids tend to choose a performer, writer, director or actor that they want to be. The really advanced kids will tell you that sometimes one is called for and not the other. So that's cool. Later, we will do the rest of the elements or I’ll let the high school drama teacher cover this in later years if the kids seem bored or are itching to test their hypothesis in action on stage as actors or in the play they are writing or directing. Just yesterday in my “Masks and the actor” class, the kids decided they wanted to play the fool. Out from the wardrobe I keep in the class came all the silliest and most grotesque masks. They explored how to play the fool. I’m sure you won’t be surprised when I write it came natural to middle school kids. So anyhow, after playtime finished we talked about their favorite fools. For me, it’s Bugs Bunny for them they had Sponge Bob Square Pants, the Hunchback of Notre Dame, and well, me. I can be pretty serious about my silliness when I have the kids as captive audience. So we talked about what the fool does. “He plays the victim, Hunchback, he plays the hero, Sponge Bob (this one they had to explain to me since I’ve never been able to stand one whole episode), and the trickster, Bugs and finally the hero and back we came to Hunchback.” Next they are tasked to find when and what combination of fool/hero, fool/victim, fool/trickster, fool/buffoon is appropriate for what part of the plot in a script they are writing, devising or analyzing for performance feels right. Then they play it again like at the start of class, they choose mask to fit which side of the fool they want to show.
D. How might I change how I use generating and testing hypotheses?
I have to say that being a science, math, drama, ESL and theatre tech teacher, I guess I thought of generating hypothesis questions part of just my math and science. Having read the chapter I realize we do it in all subjects.
What is something you now understand better about generating and testing hypotheses?
When I started this class I promised myself I would always have a reflective activity in each of my lesson this year, now I am adding to that that in all my subjects I teach I am also going to use the testing hypotheses activity just as deliberately.
Cassandra...just wanted to let you know that I responded to you on 8/19...but forgot to add your name to the beginning of the post :)
Thanks Heidi, Gina, and Jeff for sharing your reflections on Generating and Testing Hypotheses. Heidi – great thinking about how readers use this instructional strategy…we hope that our students continually form these theories about characters and plot…and that as we read on and gather more text clues (evidence), these theories grow and change :) Gina – You also came up with some great ways in which you can use this strategy with your high school French students. I love the idea that you and Jeff use with your drama students where they need to defend and support their actions from their work in the production. Jeff - thanks for sharing the way you got kids to generate theories on both plot and character within dramatic pieces. By the way, my seven year old loves Spongebob…and yes, I have to admit, I’ve been sucked into watching way too many episodes :)
I am glad that each of you were able to find a way to use this instructional strategies within a variety of subject areas…especially since this was unexpected for many of you :)
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