Generating+&+Testing+Hypotheses

Generating & Testing Hypotheses = = =Read and Reflect=


 * Problem Solving**

I fulfill many purposes when I ask questions when helping students solve problems. If I feel some students are totally uncertain about how to tackle the problem, my questions may revolve around how to approach the question. They may pertain more to strategy then to process. If I believe that students need help specifically solving a problem my questions will focus on what they do know or other problems we have completed that look similar. This should help the students approach the answer.

I do not do many focused problem-solving activities with my students. When they work on math stations, the students have an activity packet (which most dislike) that are called Problem Solvers where they are given a somewhat complex problem and then a variety of questions that help to scaffold their solving of the problems. We modeled many examples to show that these questions get you to the answer. However, most students simply skip to the end and attempt to answer the question rather than utilize the scaffolding.

With the new common core coming into full effect next year, I know I am going to have to implement more problem-solving scenarios for my students. In a staff meeting, it was mentioned that students do not have the stamina to sit and solve complex problems. I have to find ways in order to increase that stamina. There is also a new attitude where some students are only interested in giving one attempt. Right or wrong, they gave it a try and now they feel good enough to walk away. I wonder if this is connected to the fact that 99.9% of the work that I place before them has a black and white right answer and mostly we discuss the one way to get to a solution.

I like how this section talks about simple steps for problem solving. I think the emphasis on trying different solutions. Something else that I think I do not do enough is ask students to explain their thinking. That is another big focus of the common core. Being able to choose the correct answer will no longer be enough.

I have begun using Twitter as a huge professional development resource. Twilertallows you to follow a specific hashtag such as #commoncore. Then each day this website e-mails me all of the tweets that mentioned #commoncore. This has provided me with wealth of articles to read and recourses to review. One resource that really resonated with me was from Jordan School District. It is a collection of problem solving posters (seen below) that stress the important components of problem-solving.



The above poster reminds me of an educator in Michigan named Ben Rimes. He is creating digital story problems that challenged his students and required them to utilize story problem strategies in real world situations. Below are some resources he created in order to help educators create their own digital story problems.

Video Story Problems 101

media type="youtube" key="zcfHEcFxRmc" height="315" width="560"
 * REMC Connected Educator Series - Video Story Problems--Ben Rimes **

Video Story Problems created by teachers and students on Vimeo


 * Experimental Inquiry**

Experimental inquiry masters allows students to ask questions about their world make the appropriate discoveries.

As the science teacher, I am constantly asking students to ask questions about their environment. Sometimes in social studies, I am able to draw upon inquiry questions.

My minor and then subsequent masters degree is in elementary science education. The University of Michigan-Dearborn philosophy is based on the 5 E’s learning cycle model. Every lesson plan is built around the Engage, Explore, Explain, Elaborate, and Evaluate. This lends itself perfectly to experimental inquiry. The hardest thing for me is finding time to allow the whole cycle to play itself out. Also as students get older, they should begin to develop their own explore component. It is difficult to give up that portion and ensure that the students will learn the fact that you need them to learn. It would take a lot of time and modeling to ensure that the process runs itself correctly. Plus, sometimes my content does not always lend itself to this strategy.



This section seemed to read like some of the other sections, model, use rubrics, and apply to other subject areas. I am not sure if I walked away with many new insights.


 * Historical Investigation**

When students are asked to participate in historical investigations, I am asking them to gain knowledge from the past and more than likely apply that knowledge to the modern day.

Next year the 5th grade social studies curriculum focuses on early Americans and then United States history up to the American Revolution. That content allows for many historical investigations.

I am not sure if I have done historical investigations very well. I am interested to see the suggestions that the section has to offer.

I like the idea that this type of problem solving marries well with research. With the changes coming to our curriculum, we need to make the connections stronger and the hopefully make the content more meaningful.

=Apply and Reflect=

The Create a Graph resource is really great. Not only does it provide an easy way to display information, but it is really clear about the requirements that are needed to create a quality graph. That information is something that I spend a lot of time addressing with the students. We examine what makes a good graph and this website provides the description for that. The screenshot below really demonstrates that component.



When it comes to creating graphs, we have been making a lot in science class as we explore population changes based on animal interactions.



Describe how the deer population has changed from 2008-2012. What could have occurred between 2010 and 2011 for their to be such a drastic change? What is the range of the graph? (This is question very specific to 4th grade mathematics)