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Generating & Testing
Hypotheses
Questions, Cues,
& Advance Organizers
Hypotheses
 Most powerful and analytic of
cognitive operations is generating
and testing hypotheses.
 Generating and testing
hypotheses involves the
application of knowledge.
Hypotheses
Hypothesis generation
and testing can be
approached in a
inductive or deductive
manner.
Type of Hypotheses
 Deductive
thinking is the
process of using a
general rule to
make a prediction
about a future
action or event.
 Inductive
thinking is the
process of drawing
new conclusions
based on
information we
know or are
presented with.
Deductive Reasoning
 A deductive approach first
presents the principles and then
asks students to generate and
test hypotheses based on the
principles they have been
taught.
 Deductive approaches produce
better results.
Inductive Reasoning
 Inductive instructional
techniques require student
to first discover the
principles from which
hypotheses are generated.
Generating Hypotheses
Thinking in real life is
probably never purely
inductive or
deductive
Student Thinking
 Teachers should ask students to clearly
explain their hypotheses and their
conclusions.
 The process of explaining their thinking
helps students deepen their understanding
of the principles they are applying.
Inductive Reasoning
If an inductive approach is being
used, students might be asked to
explain the logic underlying their
observations, how their observations
support their hypotheses, how their
experiment tests their hypotheses
and how their results confirm or
disconfirm their hypotheses.
Deductive Reasoning
If a deductive technique is
being used, students would
not be engaged in the
observation phase of this
process.
Thumbs Up Activity
 Determine the cooperative roles
for your group.
 Read over the directions given to
your group.
 Prepare to share your results in
10 minutes.
Hypotheses
Systems
Analysis
Decision
Making
Problem
Solving
Types of
Hypotheses
Experimental
Inquiry
Historical
Investigations
Invention
Systems Analysis
Ask students to generate
hypotheses that predict
what would happen if
some aspect of a system
were changed.
Problem Solving
While engaged in solving
problem, student must
generate and test
hypotheses related to the
various solutions
Historical Investigation
Students construct
plausible scenarios for
events from the past,
about which there is
not general agreement.
Invention
Invention often
demands generating
and testing multiple
hypotheses, until one
of them proves
effective.
Experimental Inquiry
Experimentally inquiry
across the disciplines to
guide students in
applying their
understanding of import
content.
Decision Making
Using a structured decision-making
framework can help students
examine hypothetical situation,
especially those require them to
select what has the most or least of
something or which the best or
worst example to something.
Decision Mountain
Decision
_______________________________________
_______________________________________
Consequences
1. ________________________ 2. ________________________
________________________
________________________
3. ________________________
________________________
1.
2.
3.
4.
4. ________________________
________________________
Options
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Define Problem
__________________________________________________________
__________________________________________________________
Make sure students can
explain their hypotheses
and their conclusions
Video Clip
Ask students to explain
their thinking as they
generate and test
hypotheses.
Hypotheses
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
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Provide students with templates.
Provide sentence stems.
Ask students to turn in audiotapes
Provide or help develop rubrics
Set up events
Cues, Questions, and Advance
Organizers
 Cues involve hints about what
students are about to
experience.
 Questions perform about the
same function
 Cueing and questioning are at
the heart of classroom
practice.
Video clip
Cues and Questions
 Cueing and questioning might
account for as much as 80 percent
of what occurs in a given
classroom on a given day.
 Cues and questions should focus
on what is important as opposed to
what is unusual.
Cues and Questions
Higher level questions
produce deeper learning
that lower level
questions can not, i.e.
Blooms.
Questions That Elicit Inferences
Teachers might use the questions to
help students make inferences
about things, people, actions,
events, and states of being.
Analytic Questions
Some questions
require students
to analyze and
even critique the
information
presented to
them.
Cup Activity
 Determine the cooperative roles for
your group.
 Read over the directions given to
your group.
 Prepare to share your results in 10
minutes.
Classroom Use
 Teachers can use questions BEFORE a
learning experience to establish a mental
set with which students process the
learning experience.
 Waiting briefly before accepting responses
from students has the effect of increasing
the depth of students’ answers.
Classroom Use
Cues and questions are common
features of requiring students to
restructure information or apply
knowledge in some way.
Explicit Clues
Cues are straightforward
ways of activating prior
knowledge.
Hat Types
White Hat
Available data, Past trends,
Gaps in the data
Red Hat
Intuition, Gut Reaction,
Emotion
Yellow Hat
The pessimistic viewpoint,
Why it might NOT work?
Gray Hat
The optimistic viewpoint
Green Hat
Creativity,
Other ways of doing things
Blue Hat
Process Control
Hat Activity
 Determine the cooperative roles
for your group.
 Read over the directions given to
your group.
 Prepare to share your results in
10 minutes.
Advance organizers are closely
related to cues and questions.
 Advance organizers should focus on what
is important as opposed to what is
unusual.
 High level advance organizers produce
deeper learning than the lower level
advance organizers.
 Advance organizers are most useful with
information that is not well organized.
 Different types of advance organizers
produce different results.
Advanced Organizers
There are four general
types of advance organizers:
1.
2.
3.
4.
expository,
narrative,
skimming,
illustrated.
1. Expository Organizers
Expository advanced organizers are
straightforward description of the
new content that students will be
learning. It can be oral and/or
written description but it should
include only the essential
content.
2. Narrative Organizers
Narrative advance
organizers are stories
which help students
make personal or realworld connections.
3. Skimming
Skimming information before reading is a
powerful form of an advanced organizer.
Skimming allows for previewing of
information to determine what is
important. Teach students to look at
heading, subheading and bold terms for an
outline of the content.
4. Illustrated Organizers
A graphic organizer gives a
framework or outline with which
the student can retain the skill
and knowledge given. A blank
organizer provides conceptual
hooks on which students can
hang ideas that might seen
disconnected without the
organizer.
References to Graphic Organizers
 Focus on Marzano – First Presentation
on Similiarites and Differences – Fall
2004
 “Mercury” Marzano – Volume 4 on
Non-Linguistic Representations
Spring 2006
 Handbook for Classroom Instruction
that Works, pp. 281-287, blackline
masters on pp. 351-368
Summary:
Nine strategies that affect student achievement
1.
2.
3.
4.
5.
6.
7.
8.
9.
identifying similarities and differences
summarizing and note taking
reinforcing effort and providing recognition
homework and practice
nonlinguistic representations
cooperative learning
setting objectives and providing feedback
generating and testing hypotheses
questions, cues and advance organizers
– 45% gain
- 34% gain
- 29% gain
- 28% gain
- 27% gain
- 27% gain
- 23% gain
- 23% gain
- 22% gain