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DQ4: Helping Students Generate and Test Hypotheses

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by

Beryl Rogers

on 7 February 2013

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Transcript of DQ4: Helping Students Generate and Test Hypotheses

Students take ownership of content by applying what they know in cognitively complex tasks Goals & Scales Helping Students Generate and Test Hypotheses DQ4 Chunk #3
Deepen and Practice New Knowledge What cognitively complex tasks have you engaged students in?
Think
Pair
Share Chunk #1
New Information Quick Write: How do you engage students in cognitively complex tasks? Chunk #2 Make predictions of observed phenomena
Design an experiment to test predictions
Examine and explain the results. Long Range Goals Long Range Goal in order to increase enrollment and meet 60-70-70:

Faculty will understand and be able to apply Marzano Teaching Framework of Classroom Strategies and Behaviors.

I will provide support to instructors so that they will receive highly effective status on evaluations. Today's Goal & Scale Faculty will understand and be able to implement DQ4: Helping Students Generate & Test Hypotheses

4 - I can adapt and create new strategies for students
3 - I understand and can apply engaging activities for students to generate & test hypotheses
2 - I understand but need help engaging students in complex tasks
1 - I can engage students but I need your help!
0 - ???? Evaluate Me At the end of today's session, evaluate me on #22 Engaging Students in Cognitively complex Tasks Involving Hypotheses Generation and Testing

Innovation
Applying
Developing
Beginning
Not Using Where does DQ4 fit in the Lesson Segments? # 21 Organizing Students for Cognitively Complex Tasks Teacher organizes students to:
Gather information or
Create or
Share conclusions #22 Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing What it is
Rigorous
Multi-step
Application What it is not
Recall
Busy work (copying)
Unsupervised work # 9 Chunk (& Check)
#10 Processing new information.

Summarize the 3 elements in DQ4? Questions for experimental inquiry
What is your prediction and how will you test it?
What do you expect to see?
What actually happened?
Did your prediction come true?
HOW HAS YOUR THINKING CHANGED?
Questions for problem solving
What's the problem? What are some possible solutions?
Which solution will work best? Why?
What actually happened?
HOW HAS YOUR THINKING CHANGED? Questions:
What alternatives am I considering?
What criteria am I using to select alternatives?
Which is the best alternative?
Do the results fit with your original prediction? If not, HOW HAS YOUR THINKING CHANGED? Questions:
Am I focusing on something that has to be defined better or something that happened in the past or might happen in the future?
What do I predict?
What is know about the subject?
What are some confusions or contradictions? How can I resolve this?
Did my findings fit with my original prediction? IF NOT, HOW SHOULD MY THINKING CHANGE? Chunk #4
Engage in cognitively complex tasks View the video

https://www.effectiveeducators.com/resource/show/4e89f81de4b0cb3ffa092897 As you watch the video, consider the following:

Predict what you think will happen.
What happened and why?
What would happen if .....

Define the important characteristics of the lesson.
The goal
The cognitively complex task
The teacher's role
The assistant's role Discuss with your partner. Share with the whole group. Revisit the quick write from the beginning.
What can you do differently to engage students in cognitively complex tasks? Evaluate me. Experimental Inquiry Example: You notice a child is not playing with other children. What do you predict is the reason for the change in behavior? How can you test your prediction? Determine a goal & identify the problem
Predict what will happen
Test & record results Problem Solving Example:
You want to build a bookshelf. How will you begin? What materials will you need? What design will you use? Decision Making Determine judgement criteria
Complete the decision making task
Decide which alternative is best
Contrast findings with original predictions and support conclusions. Example: A client wants to change her hair color but can't decide between blonde and auburn. What criteria will you use to help select between the alternatives? Which is the best alternative? Investigation Test hypothesis about past, present or future events.
Determine what really happened and why.
Predict what would happen if...
Define the important features or characteristics. Example: Patient complains of an adverse reaction to medication. What could be the cause? What would happen if? Define the appropriate first aid action.
•DQ 2, 3, 4 represent a progression from teacher centered to student centered learning experiences.

•In deciding how to help students generate and test hypotheses about new content, teachers design a coaching role for themselves and a working role for students.

•Resources needed for students to be successful on tasks need to be carefully considered ahead of time. # 23 Providing Resources & Guidance 4 Types:
Experimental Inquiry Problem Solving
Decision Making Investigation
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