Generating and Testing Hypotheses

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Generating and Testing Hypotheses

• Based on MCREL
• Classroom Instruction that Works
• by Robert Marzano, Debra Pickering and Jane
  Pollock

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Outcomes

• To become aware of the two generalizations drawn
  from the research on generating and testing
  hypotheses
• To understand how six types of hypotheses tasks
  can be used extensively both in classrooms and in
  day-to-day work applications

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The process of generating and testing
hypotheses involves the application of
knowledge.
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2 Generalizations for Classroom Use

• Hypothesis generation and testing can be
  approached in a more inductive or deductive
  manner.
• Generally speaking deductive approaches produce
  better results.
• Teachers should ask students to clearly explain
  their hypothesis and their conclusions.

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Use a variety of structured tasks across the
curriculum to guide students through generating
and testing hypotheses.

• Systems Analysis
• Problem Solving
• Historical Investigation
• Invention
• Experimental Inquiry
• Decision Making

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Steps for Classroom Use

• Give students a model for the process.
• Use familiar content to teach students the steps.
• Give students graphic organizers.
• Guide students as needed.
• Ask students to explain their hypotheses and
  their conclusions.

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DECISION MAKINGFramework/Model
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DECISION MAKINGFramework/Model
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DECISION MAKINGFramework/Model
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• The basic process is the same for all six types
  of tasks.

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At your table

• Examine the Hypothesis Testing Comparison Grid
• Discuss where in your work you apply each of
  these processes.
• Also discuss where teachers apply these processes
  in their work with students.

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Each of these structured tasks would provide us
with the opportunity to guide you through the
process of generating and testing hypotheses.

• Systems Analysis
• Problem Solving
• Historical Investigation
• Invention
• Experimental Inquiry
• Decision Making

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Each of these structured tasks would provide us
with the opportunity to guide you through the
process of generating and testing hypotheses.
6. Decision Making
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Step One
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Step Two
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Step Three
Subaru Outback
Explorer
Land Cruiser
Lexus
Price

Mileage
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Size
Safety
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Step Three
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Step Three - A
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Step Four
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Step Four
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Step Five
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Step Six
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Step Six
HOLD ON! SCHOOL BUS YELLOW???
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Step Six
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Now its your turn

• Form triads.
• Determine a decision you could make using this
  process.
• Spending Staff Development Funds
• Assigning rooms to teachers
• Handling parent requests for teachers
• Duty or lunch schedules
• A decision of your own choosing
• Using the Decision Making Graphic Organizer,
  complete Steps 1-6 in Decision Making.

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Youre Not Finished Until Youve Considered . . .

• My hypothesis about the best alternative
• I think this idea will work because . . .
• After I completed the decision-making process, I
  found . . .
• As a result of doing this task, I learned . . . .

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Steps for Classroom Use

• Give students a model for the process.
• Use familiar content to teach students the steps.
• Give students graphic organizers.
• Guide students as needed.
• Ask students to explain their hypotheses and
  their conclusions.

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WHAT DID YOU FIND?

• What issues arose as you engaged in this
  decision-
• making task?
• What insights did you gain
• about decision-making as a process?
• What knowledge would
• teachers need to use this process well with
  their students?

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Systems Analysis

• ecosystems
• anatomical systems
• government
• weather
• transportation

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Problem Solving

• Build something with limited resources
• Model car
• Bridge
• Consider different approaches to a solution using
  concepts related to a problem
• Energy
• Gravity
• Motion
• Inertia

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Historical Investigation

• Construction of plausible scenarios of an
  historical event when there is no general
  agreement
• i.e. Roosevelts role in the events
  leading up to Pearl Harbor
• Investigating and analyzing information of
  historical events which may have more than one
  perspective
• i.e. Battle of Little Big Horn vs.
  Custers Last Stand

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Process of Invention

• Using knowledge and understanding of the
  principles of the cardiovascular and muscular
  systems
• Invent a new form of exercise
• This requires generating and testing multiple
  hypotheses

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Experimental Inquiry

• Most commonly associated with the scientific
  process
• Teachers can use across all disciplines to guide
  students in applying their understanding of
  important content.

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Experimental Inquiry

• Possible framework
• Observe and describe what you observe.
• Apply specific theories or rules to explain your
  observations.
• Based on your explanation, generate a hypothesis
  to predict what would happen if you applied the
  theories or rules to a situation related to what
  you observed.
• Set up an activity to test your hypothesis.
• Explain the results of your experiment (or
  activity).
• Decide if your hypothesis was correct and what
  additional experiments you may need to conduct.

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Decision Making

• This provides students (and adults) with a
  structure to examine hypothetical situations.
• Especially when required to select
• The most or least of something
• The best or worst of something
• e.g. Who would you say is the most influential
  musical group of the last decade?
• e.g. What is the best pizza restaurant in the
  city?

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So would a teacher pick one and just go for it or
. . . . . .?

• 10th graders studying World War II might select
  one of the following choices within the course of
  the unit
• Decision Making What is your hypothesis as to
  the best method of ending WWII other than the use
  of the Atomic Bomb?
• Problem Solving If you were president of the
  U.S. during WWII, how would you force the
  unconditional surrender of Japan without using
  the atomic bomb AND also provide for a secure,
  post-war world?
• Investigation Why did Japan attack Pearl
  Harbor? What is your hypothesis about the
  provocation for the attack? Collect evidence
  which would confirm your hypothesis.

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With a partner at a different table discuss the
following

• How did this information affirm or disaffirm what
  I already knew about decision making?
• How did it enhance my understanding of generating
  and testing hypotheses?
• How will it impact my work with my staff?

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