GENERATING AND TESTING HYPOTHESES
|IDENTIFYING SIMILARITIES AND DIFFERENCES|
|SUMMARIZING AND NOTE TAKING|
|REINFORCING EFFORT AND PROVIDING RECOGNITION|
|HOMEWORK AND PRACTICE|
|SETTING OBJECTIVES AND PROVIDING FEEDBACK|
|GENERATING AND TESTING HYPOTHESES|
|CUES, QUESTIONS, AND ADVANCE ORGANIZERS|
Tisha, a 2nd grader, stared up at the sky for a long time and then announced,
[I think we are going to have a bad storm. It was hot, but now feel how cold
it is and look at those cumulus clouds.] Her grandma stared in amazement.
[Aren't you the weather girl today! Where did you learn all that?] Tisha ex-
plained that her teacher had been discussing weather with them all year.
[Our teacher said that weather was there for us to study all year, so why
study it all at once and then probably forget it? She said we weren't just
going to learn it, we were going to use what we learned. Besides, it means
we get to go outside to learn.]
Tisha's teacher periodically taught her students about specific weather
patterns. Approximately once every two weeks, the class would look at a
weather map on the Internet, discuss what had been happening during the
last 24 hours, then go outside and observe the sky, once in the morning and
once in the afternoon. The students would then predict what they thought
would happen between the end of the school day and the next morning.
They would also explain the reasoning behind their predictions.
During the first few minutes of the following morning, students discussed
their hypotheses and the extent to which they were correct. If their pre-
dictions were accurate, they identified the observations that helped them
the most. If their predictions were inaccurate, students tried to figure out
what they missed or misunderstood.
Tisha's teacher has used the topic of weather to engage students in one of the most powerful and analytic of cognitive operations— generating and testing hypotheses.