Generating and
Testing Hypotheses
Like most
people when you read this heading, you probably thought of science. I did as well before I read the chapter in Using Technology with Classroom Instruction
that Works covering this strategy. I
have learned that this strategy can be useful in many subjects to complete
systems analysis, problem solving, experimental inquiry, and
investigation. When I first started
reading, I also wondered how these would work in the elementary grades, but as
I continued to read I learned that there are many ways this strategy could be
used. An example in the book was that a
student was examining the root cause of why freshman are late to class, and
that it was due to locker placement. The
student used a graphic organizer and examined different causes and solutions
for the problem. This could be used with
many different questions and various grade levels. Pitler, Hubbell, and Kuhn (2012) had two recommendations
for using this strategy in the classroom:
·
Engage
students in a variety of structured tasks for generating and testing hypotheses.
·
Ask
students to explain their hypotheses or predictions and their conclusions. (p.
204)
You can use brainstorming software such as Kidspiration or spreadsheets with formulas already set-up. If you use spreadsheets, students will be able to make predictions, and manipulate information to determine if their hypotheses were correct. Spreadsheets can also save precious learning time because you, the teacher, can already have them set up as a template. This strategy complements the constructionism learning theory because students are creating or building items, which Dr. Orey stated was the root of the theory (Laureate Education, Inc., 2011).
Project-based
Learning & Learning by Design
Project-based
learning is a strategy to engage students in continued, cooperative inquiry in
complex activities (Orey, 2001). While
using this strategy, students go through a planning stage, creating stage, and
a processing stage. In the planning
stage, students choose a topic, complete research, and organize
information. In the creating stage,
students develop their thoughts, and coordinate with their group members. In the processing stage, students reflect on
their work, and make any necessary changes.
As Dr. Orey discussed, constructionism requires students to create and
share something they build or put together (Laureate Education, Inc., 2011).
Learning by
design is very similar to project-based learning. It focuses on different types of design, such
as creating, participating, or programming (Orey, 2001). Learning by design can take place in groups
or as individuals.
Both project-based learning and learning by design both focus on a learner- or student-centered environment. In both types of learning students are required to take responsibility for their learning, are provided choices, and are given real-world tasks (Orey, 2001). These two strategies also have differences. In learning by design students create something for a pre-selected audience, whereas in project-based learning they may not have a targeted audience (Orey, 2001). Project-based learning is generally a long-term project and involves working with others.
Problem-Based
Instruction
Problem-based instruction has students solve real-world
problems and use critical thinking skills.
It is important for students to solve problems that they can connect to
and understand how the content can be used from day to day. Problem-based instruction is very similar to
project-based learning. A useful tool
for this strategy is WebQuests. Teachers
can present open-ended questions to students and have pre-set links for the
students to navigate through and gather information.
Websites
This is a great website with WebQuests listed by content
area and subject.
The West Virginia Department of Education has excellent
lesson plans for project-based instruction listed by subject and grade
level. Some subjects are K-12 but not
all.
References
Laureate Education,
Inc. (Producer). (2011). Program seven: Constructionist and constructivist
learning theories [Video webcast]. Bridging
learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey,
M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page
Pitler,
H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works (2nd ed.). Alexandria, VA: ASCD.
