This is a strategy that you miss quite a bit of the depth if you only use the technology reference book. The handbook has much more detail. While you might think that generating and testing hypotheses is only done in science experiments (think of COSI’s Gadget Works program)… actually there are six types of student tasks, each of which makes for a great videoconference.
1. Systems Analysis
Have students predict what might happen if one part of the system changes. To do this students need to:
These steps should be taught to students with content that is familiar to them.
What are some systems that student could analyze and share their analysis with each other via videoconference?
After explaining their analysis, students could ask each other:
2. Problem Solving
This strategy is particularly designed for unstructured problems – those with no obvious solution, no clearly goals or constraints – messy problems! To solve these problems students need to ask these questions:
What are some unstructured problems for various content areas? I think I want to look at our MI curriculum more to get better ideas. But here are a few:
3. Decision Making
To use this strategy, students need to understand criteria as value laden preferences, on which decisions are based. The process includes these steps:
This format makes me think of Tammy Worcester’s decision making spreadsheet. It’s a great tool for following this process. The Marzano Handbook has a suggestion for using a similar graphic organizer to assist in decision making.
What topics could students practice decision making and then share their logic/rationale with another class?
4. Historical Investigation
This is done on events where there is no clear agreement on what exactly happened. There should not be any quick answers. Students will have to construct a possible resolution to conflicting scenarios. Students will need to be able to collect and analyze evidence to make a decision. They will probably need instruction on the difference between evidence and opinion and how to interpret different materials. Students could practice on a simple event in the local paper and make hypotheses about what really happened. They will need to follow these steps:
What topics could be used for this? These are from the Handbook (2001).
Clearly these would need to be topics that are included in the curriculum, and not just obscure little known events. A careful review of the curriculum for your history class may find more topics.
5. Experimental Inquiry
This isn’t just for science!! Inquiry can be used to describe observations, generate hypotheses, make predictions, and test them – in many content areas. Students will have to use their prior knowledge to make the predictions and then be able to apply their knowledge to new situations. The steps for this process are:
It’s easy to think of examples and scenarios for doing this with science – LEARNnco‘s programs, Science Seekers, etc. Imagine the students doing an experiment together; designing an experiment for the other class to do; comparing their solutions and results to an experiment.
6. Invention
Invention isn’t just creating intimidating big things! It’s also any solution for anything. “Isn’t there a better way to….” Students could brainstorm solution/inventions to improve a situation. The steps for this are:
The challenge with this strategy is that there aren’t any really good examples out there for regular content. Work needs to be done!
I think if I was in the classroom, I would want to try this about half way through the semester or school year, and ask students – what do you see around school that could be made better? Wouldn’t it be interesting to have classes share their results on this? Do we have time for this with state testing? Maybe not. Maybe that’s why there aren’t very many examples. Still, check out a few here: Generating and testing hypotheses & technology resources. This Invention at Play site is kind of cool. Could students share their little inventions with each other & share what they learned? What ideas do you have?
Any comments or thoughts? New ideas? Content you want to try these out with? Please comment!
Reference: Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
