classroom instruction that works
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Classroom Instruction that Works. New Hanover County Schools Fall 2008. CITW Implementation Plan. Year 1 2006-2007. Year 2 2007-2008. Year 3 2008-2009. 21 st Century Knowledge Similarities & Differences Nonlinquistic Representations Setting Objectives & Providing Feedback. - PowerPoint PPT PresentationTRANSCRIPT
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Classroom Instruction that Works
New Hanover County Schools
Fall 2008
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CITW Implementation Plan
Year 1
2006-2007
Year 2
2007-2008
Year 3
2008-2009
21st Century Knowledge
Similarities & Differences
Nonlinquistic Representations
Setting Objectives & Providing Feedback
Homework & Practice
Cooperative Learning
Reinforcing Effort & Providing recognition
Generating & Testing
Hypotheses
Summarizing & Note Taking
Cues, Questions, & Advance Organizers
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Generating and Testing Hypotheses
New Hanover County Schools
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Outcome
Modify a unit to provide students opportunities to generate, test, and explain hypotheses.
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Why Hypothesize?
WhyHypothesize?
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What We Know About Learning
The brain asks “WHY” and searches for connections, associations, and patterns.
We construct meaning by attaching knowledge to existing schema.
Learning is highly situated. Transfer does not necessarily occur naturally.
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Generalizations from Research
Providing students opportunities to generate, test, and explain hypotheses allows for transfer to novel situations which deepens understanding.
Hypothesis generation and testing can be approached in either a deductive or inductive manner.
Teachers should ask students to clearly explain their hypotheses and their conclusions.
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Two Approaches to Generating and Testing Hypotheses in the Classroom
Deductive
Inductive
Teacher presents principle/
general rule
Students generate and
test hypotheses
Students explain
hypotheses and
conclusions
Students discover
principle/general rule and explain
reasoning
Students identify
patterns and generate
hypotheses
Students engage in a variety ofIntentionally-
plannedexperiences
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Deductive versus Inductive
0
5
10
15
20
25
Percentile Gain
DeductiveTechniques
InductiveTechniques
Approach
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Essential Question
How can teachers design student investigations which increase knowledge retention and transfer?
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Six Types of Tasks that Employ Hypothesis Generation and Testing
Systems Analysis Problem Solving Historical Investigation Invention Experimental Inquiry Decision Making
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System Analysis
Explain the purpose &
parts of the system and the function of each part
Describe how the parts
affect eachother
Hypothesize what would happen if
one part of the system changed
Test the hypothesis
Explain the hypothesis
and conclusion
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System Analysis Scenario
Scenario:
A teacher is planning a unit on the three branches of government. The instructional goals for the unit include having students name each branch, identify the purpose and function of each, and explain the concept of “checks and balances.”
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Small Group Planning
Read the scenario. Use the flow map to assist you in
modifying the unit plan, and include opportunities to generate, test and explain hypotheses.
Be prepared to share the modifications.
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Problem Solving
Identify the goal to be
accomplished
Describe barriers or constraints preventing
achievement of the goal
Identify solutions for overcoming
barriers and hypothesize
which solution will likely work
Test the hypothesis
through experimentation
or simulation
Explain the outcomes of the tests and whether the
hypothesis was correct
Determine if another
hypothesis should be
tested
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Problem Solving Scenario
Scenario:A technology education teacher is planning a unit on architectural support principles. The culminating investigation requires the students to use a blueprint with the structural materials specified to calculate how much weight the bridge will support.
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Historical Investigation
Clearly describe the
historical event to be examined
Identify the knowns and unknowns or
what is agreed upon and what
is not
Based on the knowledge,
create a hypothetical
situation
Analyze evidence to
determine if the hypothetical situation is plausible
Explain the hypothesis
and conclusion
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Historical Investigation Scenario
Scenario:
A social studies teacher is planning a unit on the Constitutional Convention. One instructional goal requires the students to identify the events leading to the convention, the attendees, and the basic disagreements/compromises.
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Invention
Describe a situation to
improve upon or a need to which one
must respond
Identify specific standards that would improve the situation or meet the need
Brainstorm ideas and
hypothesize the likelihood that they will
work
If the hypothesis suggests that an idea may work draft, sketch, or actually create the invention
Develop the invention to
the point where the hypothesis
can be tested
Explain the hypothesis,
outcomes, and conclusions
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Invention Scenario
Scenario:
A teacher is planning a unit on forces and motion. One instructional goal requires the students to design a carrier that will protect an egg that is dropped from a height of 10 feet. The final project requires students to draw sketches of the inventions.
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Experimental Inquiry
Observe something of interest and describe the observations
Apply specific theories/rules to explain the observations
Generate a hypothesis to
predict the outcome if the
rule is applied to a new situation
Set up experiments
or activities to test the
hypothesis
Explain the hypothesis, results, and conclusion
Determine if additional
experiments or an alternate hypothesis is
necessary
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Experimental Inquiry Scenario
Scenario:
A teacher is planning a unit on heat. The instructional sequence includes an experiment where 3 beakers of water are placed in a sunny area. Each beaker of water has a different color of construction paper covering it. The students rank the water temperature in order from coolest to hottest.
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Decision Making
Describe the decision to be
made and hypothesize
several options to consider
Identify criteria that will be used to evaluate the
options
Evaluate and prioritize each
option based on the identified
criteria
Select the option with the highest priority
rating
Explain the process used to prioritize
and ultimately select an
option
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Decision Making Scenario
Scenario:
A health and physical education teacher is planning a unit on healthful living. The students will maintain a food diary for 2 days and will classify the foods according to the categories on the food pyramid.
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Why Hypothesize?
WhyHypothesize?