Welcome back to my blog site! Well, it is a new week and it is time to blog some reflections again. This week, in Using Technology with Classroom Instruction that Works, I examined an instructional strategy called “Generating and Testing Hypotheses.” Pitler, Hubbell, Kuhn, and Malenoski, layout the underpinnings for generating and testing hypotheses in the text this week. They comment that, “when students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (pg. 202). I feel that this quote exemplifies the strengths of generating testing hypotheses within the classroom and in the field of education. Testing hypothesis is not just a tool that is applicable in science classroom. Generating and testing hypothesis are crucial in the field of science, but as I read the chapter I was looking for how I could use this information in my Literature class.
After some reflection I think that I would like to concentrate on ‘problem solving’ as it is mentioned in the text. “When students problem solve, they look at various solutions given the obstacles and restraints posed by the problem” (Pitler, Hubbell, Kuhn, and Malenoski, pg. 203). Within the context of the English classroom problem solving is a useful tool that can be easily incorporated with technology. As an example, I use web quests regularly as a supplemental to classic pieces of literature. I give the students multiple problems that they must solve as they explore the web quests. Each question is designed to challenge the student and how he or she views the text. The students must problem solve in order to complete the assignment and gain a new understanding of the novel.
Generating and testing hypotheses also strongly relates to constructivism, which was the focus of this week’s resources. Dr. Orey states in this week’s web supplemental an important element of the constructionist theory, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Orey, 2001). Testing and generating hypothesis asks our students to create their own learning and understanding. The teacher is often not as involved in the process of learning during testing hypothesis as they might be if they were working within some other instructional strategy. Students are not simply listening to a presentation or a lecture, but they are instead testing their own ideas and constructs.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology
Pitler, H., Hubbell, E., M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA :ASCD
Mike,
ReplyDeleteDid you find some useful ways to use testing hypothesis in your literature classes? I have always loved science and of course see how vital it is for students to test hypothesis in science. However, I have a hard time transferring this strategy over to reading and language arts. I am curious if you have found some good ways to tie it in. - Nellie Murison
I wonder if you could have them read a small initial section of a literature piece and have them make a "hypothesis" about a character or what they think will happen. Then as they go through the rest of the piece they can "gather evidence" to support or not support their initial hypothesis/claim. This is one way that as a science teacher I think these concepts can carry over.
ReplyDeleteAnother way you could have students do the hypothesis technique in class is as you have already discussed through problem based projects. Give them a problem or question that they need to solve using different literature resources, but first have them make a hypothesis about what they think initially. This way they can see how the information either supports their notions or denies them.