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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 should reflect upon how you would use this strategy in your classroom.)
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?
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?
3 comments:
I think that this chapter really applies to reading literature in the classroom. Good readers already make predictions about what the character will do next or how the story will end. I frequently stop and ask predictive questions to (1) gage students’ understanding of the text. In order to make a realistic prediction, readers need to be able to identify and interpret the “clues” the author has left behind. Making a prediction IS a higher level of thinking. So I also stop and ask predictive questions to (2) model to the struggling readers what a good reader does.
• While I’m good at stopping and asking predictive questions, I could take it a step further by asking them to detail the clues that led them to that conclusion. Also, if they were to get the prediction wrong, we could go back to look for the clues that they must have missed.
• I also thought that it might be interesting to stop reading a piece of literature at a critical point. Then, students could write a “Choose Your Own Adventure” style ending to the piece. It would be an interesting way for students to test a character’s options to decide what choice would be best for him or her.
Sarah, I love your idea of reading a piece of literature and stopping to have students write their own adventure. This is something first graders would love to do. I also see how useful this strategy is in reading. I have students predict what is going to happen based on the cover picture of the book and title, then we stop a few more times during the story to make new or add to their predictions. I have never really thought about this being a hypothesis. However, it really is. I have always associated the word hypothesis with science like the book said.
I also use predicting in math- students love to predict patterns! We are doing a lot of work with patterning in our calendar and math time. Each day of our calendar has a different picture on the calendar piece that goes into a wall chart. Each month the pattern gets harder. In September it was an ABC pattern, October was AABBCC, and November was ABCCBA.This one really tricked them. Students really feel empowered once they figure out the pattern and can explain it.
I loved the first story in this chapter about the second graders and their weather unit. We do a brief three-week unit on weather and I was inspired to do something similar to the example. It would be great to have students make predictions on a weekly basis of what the weather is going to be that day based on the online weather maps and what they see outside. Having students discuss if their hypothesis about the day’s weather was accurate and what went wrong if it was not correct. I also think doing it all year long would be very powerful!
I agree Amy. I also think Sarah's idea is a great one that can be used in high school down to elementary.
Amy, I believe student need to have a lot more time for discussion in school. So your idea of having them discuss their predictions and what possibly went wrong is a good one as well.
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