Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)
(from pg. 132) "This module addresses the following strategies for Design Question 4:
- Experimental-inquiry tasks
- Problem-solving tasks
- Decision-making tasks
- Investigation tasks"
Thursday, July 23, 2015
Design Question 4: Module 11
Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)
(from pg. 132) "This module addresses the following strategies for Design Question 4:
Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)
(from pg. 132) "This module addresses the following strategies for Design Question 4:
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I'm going to skip a few questions...:)
ReplyDeleteExperimental-inquiry tasks -- Two years ago, Therese Wohler's class all wrote me letters about why we should have a building pet and what it should be. They did their research about the pet and then told me why we should have one. The one thing they didn't think about was who would take care of the pet on the weekends and during the night. I responded to each letter with why that pet would not work for Irving. Experimental Inquiry? If you don't have the background knowledge you can't test the hypothesis to find out if it will work.
ReplyDeleteProblem-solving tasks -- After sitting in Principal Academy all day today, I realize we are going to be doing some Problem Solving as a staff. We will need to have the knowledge of what we are doing in order to defend and proceed with new knowledge. MTSS even has a problem solving process we will be using more and more this year!!!
Decision-making tasks -- I think the key here is the amount of structure a teach puts into this tasks. If we let them go without structure and criteria for making the decision the students may waste their time generating ideas that won't fit or work.
Investigation Tasks -- Is our Fresh Fruits and Vegetable program an Investigation Task? Our students try or investigate a new fruit or vegetable and learn more about it from their teacher. They then determine if they like it or would rather pass.
Question 4-Module 11
ReplyDeleteWhen I read the title the first thing that came to mind was science. Of course when I turned the page and started reading the subtitle it said, "It's not just for science!"
An example presented of how experimental inquiry could be used was to ask a classmate a question, then predict their response. The students would then collect data and analyze it. They would compare their prediction to the actual data.
Authentic problem solving basically uses the same method. Make a prediction, problem solve, restate the prediction, and finally contrast their prediction with the actual outcome.
I thought it was an interesting challenge to have students try to write a composition without a draft. They can't erase anything. This forces them to generate strategies in order to have a successful outcome. That strategy wouldn't have helped me blog, that's for sure!
I agree with Valerie. When I first saw this section I thought "well duh its all about science".
ReplyDeleteFor the experimental inquiry we use this in math when we need a fun little brain break. I will give the class that answer to a problem and they have to predict what problem goes with the answer. They then have to test their answers, make a new prediction and retest their answer. They love doing this and it breaks up the long afternoon. By the end of it, we have many different problems that go with that one solution.
For the problem solving we read the beginning and middle of a story in ELA and the students had to write their own ending using what we had read so that it would seem like a complete story when they were finished. We then read the actual ending and they had to compare theirs to the authors. We then had a discussion over the outcome. It was interesting to see how far away some students were and how close some came to the actual ending. Then we had some who wanted to debate that they liked their ending much better than the one the author gave for it's closure of the characters.
The decision making tasks reminds me of assessments. You give an assessment, grade it, look at the class data and then come to a class decision as to what we need to work on/reteach. We did this with the formative ( i think I can't remember exactly what they were called) tasks in math.
The investigation tasks makes me think of a research paper. They have an idea of what information they think they'll find and then once they go through all the steps (pg.141 figure 11.7) they can discuss or process how the actual research went. Did they find what they thought or was it a whole new experience with different knowledge.
•Experimental-inquiry tasks-one of my favorite activities is the anticipation guide. It gives kids a chance to make a prediction on a key element/event that you want them to focus in on. Then they can see how if they were on track, and also to see in what way they were incorrect.
ReplyDelete•Problem-solving tasks-this might be interesting to use at the end of a chapter or a book, as an alternate ending. Or maybe as a different solution to go with the problem in the story, and what result they think it would have happened. They would be able to compare/contrast the difference between their idea and what was used in the reading.
•Decision-making tasks-If the class was trying to make a choice or vote on something, this would allow you to weigh the pros and cons with a lot of different information in a pretty straight forward format. It seems like a good way to organize a lot of information at the same time.
•Investigation tasks-This would be cool to use with current events, especially ones that are popular on social media....but school appropriate of course. :) I'm thinking about civil rights, and ferguson, and possible future interactions between civilians and law enforcement.