PARTICIPANT NOTEBOOK FACILITATING COMPLEX LEARNING Complex Learning... · Facilitating Complex...

FACILITATING COMPLEX LEARNING

PARTICIPANT NOTEBOOK

Facilitating Complex Learning

Participant Notebook

Contributing Editor:

Robert J. Marzano, Ph.D.

Learning Sciences International175 Cornell Road, Suite 18

Blairsville, PA 157171.877.411.7114

©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.


- 4 -

Level

4.0

Participants will be able to:• select and implement appropriate strategies based on the criteria for success• monitor and adapt for learning so students achieve the criteria for successNo major errors or omissions regarding 4.0 content

3.0

Participants will be able to:• plan instructional strategies targeted to the criteria for success• plan for the desired result of instructional strategies • develop a plan to monitor for learning while implementing instructional strategies No major errors or omissions regarding 3.0 content

2.0

Participants will be able to recognize and recall specific vocabulary, including:• criteria for success, instructional strategy, instructional technique, desired result,

monitor, adapt, rigor

Participants will be able to:• explain the desired result of strategies• summarize the purpose of monitoring • describe the relationship between criteria for success and instructionNo major errors or omissions regarding 2.0 content

1.0 Even with help, no success

Notes:

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To Do Doing Done

Learning Board


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Coun

ting

Tree

s

Youn

g Tr

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Old

Tre

es

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Counting Trees

Estimate (Hypothesis): Old_____________

Young __________

Procedure 1:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Procedure 2:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Calculated Totals: Old_____________

Young __________

Hypothesis Correct? Yes _____ No _____

Why or Why Not? _____________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Standard(s):

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


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MONITORING FOR LEARNING WITH STUDENT EVIDENCE

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1.87

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BrainstormHow do you ensure that learning and assessment are aligned to standards? When prompted, share.


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Taxonomy Level Mental Process

Retrieval:Activation and transfer of knowledge from permanent memory to working memory

Recognizing Validating the accuracy of information

Recalling Producing accurate information

Executing Carrying out a procedure

Comprehension:Identification of the critical or defining attributes of knowledge

Integrating Articulating the critical versus non-critical elements of information

Symbolizing Depicting critical elements in nonlinguistic or abstract form

Analysis:Reasoned extensions of knowledge and generation of new information not already processed

Matching Identifying similarities and differences

Classifying Identifying the superordinate and subordinate categories

Analyzing Errors Identifying logical or processing errors

Generalizing Inferring new generalizations and principles from known information

Specifying Making and defending predictions about what might or will happen in a given situation

Knowledge Utilization:Application or use of knowledge to accomplish a specific task

Decision Making Selecting between two or more alternatives that initially appear equal

Problem Solving Overcoming an obstacle to a goal

ExperimentingGenerating and testing hypotheses to understand physical or psychological phenomenon

Investigating Examining a past, present, or future situation

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1. What is going well in this lesson?

2. How is the teacher helping students demonstrate rigorous standards?

3. How does the teacher know the students are learning?

Classroom Video - Complex Learning


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Define Cognitively Complex Task.

Investigating Problem Solving Decision Making Experimental Inquiry

Characteristics

Teacher Plan

Students Generate Hypothesis

Student Test Hypothesis

Recording your Learning

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1. What evidence do you have that students are analyzing their thinking as they conduct an investigation?

2. How do the students resolve contradictions and confusions among sources?

3. How does the teacher know the desired result was achieved?

Inside the Classroom – Investigating to Generate and Test Hypotheses


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1. What evidence do you have that students are analyzing their thinking as they conduct an investigation?

2. How do the students resolve contradictions and confusions among sources?

3. How does the teacher know that the desired result was achieved?

Inside the Classroom: Problem Solving to Generate and Test Hypotheses

- 15 -




Teacher Actions vs. Student Actions: Decision MakingRead through the scenario. Write down all of the teacher and student actions.

Learning Targets: • Convert among different-sized standard measurement units within a given measurement system

(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

• Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems.

The teacher spends the beginning of class reviewing conversion and volume with her class. The activity for today’s class calls for students to use the knowledge they have acquired in order to make a decision as to which box would be the least to ship. She provides the following prompt and table of measurements: Your dad wants to ship something fragile to your sister in another country. He can package it in

one of four boxes. He wants to know which box will hold the most and has the least mass, since that will be the least expensive to ship and will allow the most protective wrapping. He has left you the measurements and you need to convert them so you can help him decide which box has the largest volume and the least mass.

Students are asked: Which box do you think will meet the criteria therefore costs the least to send? Explain why to your neighbor.

They are given time in their groups to develop a plan for how to compare the measurements in order to know which box meets the criteria. Students convert the measurements and compare them to see which box has the least mass, and largest volume.

The teacher has the conversions prepped and ready to check students’ answers.

After the students have proven which box meets the criteria by converting the measurements to a common unit, they are asked to state whether their original thought was correct or not and why.

Box A B C DMass 0.4 kg 500 g 25 dag 8 hg

Side lengths35 cmx45 cmx 55 cm

0.5 mx 0.3 mx 0.1 m

5.5 dmx 8 dmx 6 dm

400 mmx 200 mm

90 mmVolume

Teacher Actions Student Actions


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Categorizing Cognitively Complex TasksClassify each of the cognitively complex tasks into one of these four categories:

I = Investigating DM = Decision Making PS = Problem Solving EI = Experimental Inquiry

1Math - Your little brother isn’t able to figure out how many toy cars he has. Looking at the cars, say how many you think there are. Then show all of the ways you can add up the cars to find out how many cars are really there.

2 Physical Education - How does the way you position yourself effect how you can receive and pass the ball? Make some predictions and test them.

3

Technology - You’ve just discovered that the data you imported into a spreadsheet is misaligned, how will you correct that without re-importing the data? Describe at least two methods for accomplishing this and list the criteria you’ll use to make your decision.

4Social Studies - After reading an op-ed piece about personal rights and responsibilities, do you think our founding fathers would have this opinion? Have the concepts of rights and responsibility changed since the origin of our country?

5 Health - Brainstorm what you would put on a healthy menu for a camping trip, and then develop a menu that meets the daily nutrition requirements.

6 Language Arts - How do advertisements influence our decisions? Conduct a test to determine if advertisements influence decisions your classmates make.

7 Science - Your town council wants to add an electricity generating plant outside of town. Which type of electricity generating plant would work best in your area?

8 Music - How does the way you hold the instrument change how it sounds? Make some predictions and test them.

9 Language Arts - How would the main character in the story we are reading react if X happened? Base your answer on quotes from the book.

10

Math - You have been asked to build a frame for a picture, but you weren’t given the dimensions of the picture, only its surface area. Explain, using examples, how you need more information because surface area can result from many different picture side dimensions.

11 Social Studies - Explain how to get to the library if the front staircase is blocked. Draw a map that shows the same route.

12 Science - What will happen if all of the coyotes are removed from this area? Use a food web to demonstrate your prediction.

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Next Steps

1. What cognitively complex task will you focus on to strengthen?

2. What steps will you take to implement this complex task?

3. Who (colleague) will you share your plan with?

Before You Go …

Next …

4. What date will you meet with your colleague to share your reflection of the implementation?

5. After implementation: Did you reach the desired result with all your students? Reflect on the implementation of your strategy.

- A1 -



APPENDIX A:SAMPLE SCALES


- A2 -

Elementary - Mathematics Grade: Fourth

Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

4.0Students will be able to:• Determine the best way to classify two-dimensional shapes into groups when comparing

more than one attribute at a time

3.0

Students will be able to:• Classify two-dimensional figures based on the presence or absence of:

o Parallel or perpendicular lineso Angles of a specified size

2.0

Students will recognize or recall specific vocabulary, including:• Absence, angle, parallel lines, perpendicular lines, presence, right triangleStudents will be able to: • Describe the key parts of two-dimensional figures, including:

o Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus)o Triangles (right, acute, obtuse)o Presence or absence of: n Parallel or perpendicular lines n Angles of a specified size

• Identify right triangles• Recognize right triangles as a category of two-dimensional figures

1.0 With help, partial success at score 2.0 content and score 3.0 content0.0 Even with help, no success

ELA (RL.7.6): Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. ELA (RI.7.6): Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

4.0 Students will be able to:• Modify a text so it is written through a different character’s point of view

3.0

Students will be able to:• Analyze how an author develops and contrasts the points of view of different characters

or in a text• Analyze how an author distinguishes his or her point of view or purpose in a text from

that of others

2.0

Students will recognize or recall specific vocabulary, including:• Position, perspective, persuadeStudents will be able to: • Identify the point of view of characters in a given text• Describe the point of view of characters in a given text• Determine an author’s point of view or purpose in a text

1.0 With help, partial success at level 2.0 content and level 3.0 content0.0 Even with help, no success

Middle - English/Language Art Grade: Seventh

- A3 -




Elementary - English/Language Arts Grade: Kindergarten

Reading: Literature (RL.K.7): With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).Reading: Informational Text (RI.K.7): With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

4.0Independently, students will be able to:• Describe the relationship between illustrations and a story in which they appear• Describe the relationship between illustrations and text in which they appear

3.0With prompting and support, students will be able to:• Describe the relationship between illustrations and a story in which they appear• Describe the relationship between illustrations and text in which they appear

2.0

Students will recognize or recall specific vocabulary, including:• illustration, relationship, story, textWith prompting and support, students will be able to: • Recognize and identify the relationship between illustrations in stories or texts in which

they appearIndependently students will be able to:• Match illustrations with the appropriate person, place, thing, or idea in a text • Match illustrations with the appropriate moment or event in a story

1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Elementary – Social Studies Grade: Third

Social Studies (SS.3.H.CL1.3): Compare and contrast the cultures of the different Native American groups (e.g., sources of food, clothing, shelter and products used).

4.0Students will be able to:• Investigate to determine ways Native Americans groups could overcome various

challenges that threatened their food sources, clothing, shelter, and products

3.0

Students will be able to:• Compare and contrast the cultures of the different Native American groups, including:

o Sources of foodo Clothingo Sheltero Products used

2.0

Students will recognize or recall specific vocabulary, including:• Region, native, culture, resources, custom, environment, reservation, traditionStudents will be able to: • Identify and describe specific Native American groups’ food sources, clothing, shelter,

and products1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success


- A4 -

Elementary – English/Language Arts Grade: ThirdELA (RI.3.7): Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

4.0Students will be able to:• Invent an appropriate text feature that corresponds with a selected text and explain how it

contributes to an understanding of the text

3.0

Students will be able to:• Make inferences to demonstrate understanding of the text by:

o Using information gained from illustrationso Using information gained from words in a text

2.0

Students will recognize or recall specific vocabulary, including:• information, map, photograph, chart, graph, image, pamphlet, time lineStudents will perform basic processes, such as: • Identify specific text features• Describe the purpose of text features• Explain how specific images clarify a text• Explain how specific images contribute to a text


Middle – Mathematics Grade: SixthMath (6.EE.B.7): Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.Math (6.EE.B.8): Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

4.0Students will be able to:• Generate real-world mathematical situations and develop and solve the equations or

inequalities that represent the situation

3.0

Students will be able to:• Solve real-world and mathematical equations of the form x + p = q and px = q when all

variables are nonnegative, rational numbers (6.EE.B.7)• Write an inequality of the form x > c or x < c to represent a constraint or condition in a

real-world or mathematical problem (6.EE.B.8)

2.0

Students will recognize or recall specific vocabulary, including:• Condition, constraint, rational number, represent, solution set, variable, coefficient, collect

like terms, combine like terms, infinitely many, linear equation, properties of equality, properties of inequality, substitution

Students will be able to: • Use substitution to determine whether a given number in a set makes an equation of

inequality true (6.EE.B.5)• Use variables to represent numbers and write expressions (6.EE.B.6):

o Understand a variable can represent an unknown number or any number in a specified set• Recognize inequalities have infinitely many solutions (6.EE.B.8)• Represent solutions of inequalities on number line diagrams (6.EE.B.8)


- A5 -




Middle – Science Grade: Sixth - EighthScience (MS-LS2-5): Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

4.0Based on known details, students will be able to:• Select the best competing design solution for maintaining biodiversity and ecosystem

services, constructing an argument with evidence to support your choice

3.0 Students will be able to:• Evaluate competing design solutions for maintaining biodiversity and ecosystem services

2.0

Students will recognize or recall specific vocabulary and/or concepts, including:• Biodiversity, ecosystem services, water purification, nutrient recycling, prevention of soil

erosion, design solution constraints (including scientific constraints, economic constraints, and social considerations of the constraints)

Students will be able to:• Identify, describe, and summarize competing design solutions for maintaining biodiversity

and ecosystem services 1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Secondary/Middle – Geometry Grade: EighthGeometry (8.G.A.3): Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.Geometry (8.G.A.1): Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.b. Angles are taken to angles of the same measure.c. Parallel lines are taken to parallel lines.

4.0Students will be able to:• Examine similarities and differences between dilations, translations, rotations, and reflec-

tions on two-dimensional figures using coordinates

3.0Students will be able to:• Describe the effect of dilations, translations, rotations, and reflections on two-dimensional

figures using coordinates

2.0

Students will recognize or recall specific vocabulary, including:• transformations (dilations, translations, reflection, rotation)Students will be able to: • Identify dilations, translations, rotations, and reflections • Demonstrate dilations, translations, rotations, and reflections on two-dimensional figures

using coordinates• Verify experimentally the properties of rotations, reflections, and translations:

o Lines to lineso Line segments to line segments of the same lengtho Angles to angles of the same measureo Parallel lines to parallel lines



- A6 -

Secondary/Middle – Social Studies/Economics Grade: By the end of Grade 8Economic Decision-Making (D2.Eco.2.6-8): Evaluate alternative approaches or solutions to current economic issues in both terms of benefit and costs for different groups and society as a whole.

4.0

Students will be able to:• Create a new alternative approach or solution to a current economic issue in both terms

of benefit and costs for different groups and society as a whole o Justify your design as a viable approach or solution

3.0Students will be able to:• Evaluate alternative approaches or solutions to current economic issues in both terms of

benefit and costs for different groups and society as a whole

2.0

Students will recognize or recall specific vocabulary, including:• Cost-benefit analysis, opportunity cost, marginal benefit, trade-off, scarcity, factors of

production (land, labor, and capital)Students will be able to:• Outline alternative approaches or solutions to current economic issues• Describe the benefits and costs of various approaches or solutions to economic issues in

terms of different groups• Describe the benefits and costs of various approaches or solutions to economic issues in

terms of society as a whole1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Secondary/High – Health Grade: Ninth - TwelfthHealth (1.12.1): Predict how healthy behaviors can affect health status.

4.0Students will be able to:• Use information and details about how healthy behaviors affect health status to determine

solutions for common health problems

3.0 Students will be able to:• Predict how healthy behaviors can affect health status

2.0

Students will recognize or recall specific vocabulary, including:• Guidelines for healthful eating, importance of physical activity, healthy pregnancy/child-

birth, protection from HIV, AIDS, and STIsStudents will be able to:• Describe the results of behaviors and health status


- A7 -




Secondary/High – The Real Number System Grade: Ninth - TwelfthReal Number System (HSN.RN.A.2): Rewrite expressions involving radicals and rational exponents using the properties of exponents.

4.0Based on known details, students will be able to:• Solve equations involving radicals and rational exponents and justify the method used to

solve, citing specific properties of exponents

3.0Students will be able to:• Rewrite expressions involving radicals and rational exponents using the properties of

exponents

2.0

Students will recognize or recall specific vocabulary and/or concepts, including:• Radical, cube root, perfect cube, perfect square, rational exponent, integer exponent,

fractional exponents, exponential rules, index, radicand, negative exponent, cube root symbol, irrational number, exponential function, real number

Students will be able to:• Extend the properties of integer exponents to define and explain the meaning of rational

exponents• Recognize and recall the properties of exponents• Apply the properties of exponents• Write numbers and expressions using rational exponents• Convert expressions from radical form to exponential form and vice versa


Secondary/Middle – Social Studies/History Grade: By the end of Grade 12Perspectives (D2.His.5.9-12): Analyze how historical contexts shaped and continue to shape people’s perspectives.

4.0Students will be able to:• Investigate and prioritize the historical context that most shaped people’s perspectives• Provide evidence that supports your claim

3.0 Students will be able to:• Analyze how historical contexts shaped and continue to shape people’s perspectives

2.0

Students will recognize or recall specific vocabulary, including:• Bias, primary source, secondary source, source validity, sociocultural contextStudents will be able to: • Summarize the historical contexts and perspectives from various sources • Explain how specific events shape people’s perspectives• Describe why historical context shapes people’s perspectives


- B1 -




APPENDIX B:STRATEGY/TECHNIQUE

EXAMPLES


- B2 -

Investigating to Generate and Test Hypotheses Desired Result:Students enhance their new knowledge by engaging in cognitively complex and authentic learning tasks. In these examples, students research, identify, and resolve confusions and contradictions among sources. They can explain what they learned and what they could have done to learn more from the investigation process.

INVESTIGATINGRequires students to examine what others have said or written and resolve contradictions and confusions among sources to defend their hypothesis.

Steps: 1. Determine the topic, decide on the type of investigation, and identify questions or prompts for the

investigation.2. Have students:

• state a claim• identify what is already known • identify confusions or contradictions • develop a plausible resolution

3. Have students reflect on their claim and contrast their conclusion with the initial claim they stated. This can be included in the conclusion and should be supported by the evidence of the investigation.

Helping Students Engage in Cognitively Complex Tasks:

Types of Investigations

Definitional Requires students to describe characteristics of places, things, or concepts

Historical Requires students to construct plausible scenarios for events from the past for which there is no general agreement among sources

Projective Requires students to use knowledge they gain during an investigation to make projections on future or hypothetical events

- B3 -




Steps Social Studies Grades K-2Identify the

learning targetExamine how weather, climate, and other environmental characteristics affect people’s lives in different regions of the country.

Determine the topic

Students will investigate the weather, climate, and natural geographical features of a region of the country to determine their impact on the people who live there.

Decide on the type of

investigationThis is a definitional investigation.

Ask a question What impact do the weather, climate, and natural geographic features like lakes, mountains, and deserts have on people’s lives?

State a claim Students state how they think the weather, climate, and geographical features affect the people’s lives in a particular region of the country.

Identify what is already known (by

others)

Students are given pictures that depict specific regions of the country, nearby geographical features, the weather, and climate. Students use the pictures to determine the impact of these things on the people who live there.

Identify confusion or

contradictions

Students find and explain any contradictions found between the pictures as part of their investigation.

Develop a plausible

resolution

Students draw their own picture showing examples of the environments’ impact (weather, climate, and geographical features) on the people who live there.

Reflect on theinitial claim

Students revisit their initial answer and state whether they were correct or not, using information from their picture to explain why.

Investigating to Generate and Test Hypotheses (Elementary Example)

Technique Student Evidence (Outcome of Using Strategy)

Time(min) Potential Adaptations

Investigating – Definitional Investigation

Students correctly identify com-mon logical errors that cause con-fusion or contradiction. They can defend their resolutions by stating grounds and explaining backing and explain why their initial claim is supported or disproven.

30

If students are struggling, provide sentence starters with the language to use when providing support and backing for a claim. For an extension, ask students to rank order the resource pictures by strength in supporting their claim.


- B4 -

Steps Physical Education Grades 9-12Identify the

learning target Analyze the rules and the impact of offensive and defensive strategies on game play.

Determine the topic Students will investigate how changes in a sport’s rules impact game play.


investigationThis is a historical investigation.

Identify questions or

prompts

Identify a rule change that occurred in the last forty years in professional basketball that has impacted the way certain plays are executed or the way the game is played. What was the intention of the rule change and has it been effective? Did the modification improve or hamper the sport?

State a claimStudents brainstorm examples of rule changes that have occurred in basketball, predict the reason for the change, whether the rule change has been effective, and the overall impact (improvement or not) the rule change has had.

Identify what is already

known

Students research the impact of the rule change using multiple sources both written and electronic, detailing grounds, backing, and qualifiers.


contradictions

Students document at least one area of confusion or contradiction uncovered in the investigation and whether or not the rule change is still in effect today.

Develop a plausible resolution

Students analyze the information in the sources to draw conclusions about the impact of the rule change and details of the modification.

Reflect on theinitial claim Students revisit their initial claim and state whether they were correct or not.

Investigating to Generate and Test Hypotheses (Secondary Example)



Investigating – Historical

Investigation

Students correctly identify common logical errors that cause confusion or contradiction. They can defend their resolutions by stating grounds and explaining backing and explain why their initial claim is sup-ported or disproven.

50

If students are struggling where to start their investigations, provide a list of resources available. For an extension, students can create a step-by-step list of their thought process to help students who need support with this step.

- B5 -




Problem Solving to Generate and Test Hypotheses

Desired Result:Students enhance their new knowledge by engaging in cognitively complex and authentic learning tasks. In these examples, students predict possible solutions to overcome a construct or constraint and test or examine those solutions to determine their effectiveness. Students can explain how testing the potential solution impacted their initial thinking on the topic. PROBLEM SOLVING Challenges students to generate and test possible solutions to overcome an obstacle or constraint

Steps: 1. Determine the goal, identify the obstacles or constraints to achieving the goal, and provide a

prompt to spark the possible solution.2. Have students:

• hypothesize a possible solution • test the prediction• examine the results • determine if the problem was solved

3. Have students reflect on the process and explain how testing the potential solution impacted their initial thinking on the topic.

Helping Students Engage In Cognitively Complex Tasks:



Investigating – Historical

Investigation

Students correctly identify common logical errors that cause confusion or contradiction. They can defend their resolutions by stating grounds and explaining backing and explain why their initial claim is sup-ported or disproven.

50

If students are struggling where to start their investigations, provide a list of resources available. For an extension, students can create a step-by-step list of their thought process to help students who need support with this step.


- B6 -

Problem Solving to Generate and Test Hypotheses (Elementary Example)

Steps Health Grades 3-5

Identify the learning target

Develop an argument for avoiding and responding to negative social influences and pressure to engage in high-risk behaviors like smoking, alcohol/drug use, violence, and crime.

Determine a goal

Students can help others avoid or react appropriately when they encounter risky behavior or high-risk situations.

Identify an obstacle

The negative social influences and pressure to engage in high-risk behaviors like smoking, alcohol/drug use, violence, and crime.

Provide a prompt

What advice or strategy would you offer to a friend who is having a hard time avoiding or resisting social pressure to engage in a high-risk behavior?

Hypothesize a possible solution

Students consider multiple responses to peer pressure in a specific situation (make a joke, suggest an alternate activity, leave the situation, just say ‘no’, etc.)

Test the hypothesis Students role-play one response in a specific situation with a partner.

Examine the results

Students discuss with their partner the strategy or advice used in the situation and the influence it had on the “friend.”

Decide if the problem was solved

Students determine whether or not their response strategy was effective in the situation and support their reasoning with evidence from the role-play or partner’s response.

Reflect onthe process

Students say what they would do differently next time they offer advice to a friend in response to negative social influences and pressure.



Problem Solving

Students use evidence to build support for their solutions with grounds, backing, and qualifiers. They contrast actual results with their original hypothesis.

45

If students are struggling with generating their own ideas, provide a list of possible solutions. For an extension, allow students to adapt the problem solving template or map so it is more specific to their own problem.

- B7 -




Problem Solving to Generate and Test Hypotheses (Secondary Example)

Steps Reading Grade 7Identify the

learning target Modify a text so it is written through a different character’s point of view.

Determine a goal

Select a memorable event or scene in The Adventures of Tom Sawyer and rewrite it through another character’s point of view to determine the impact on the story.


Tom Sawyer is a master of manipulation. Because the story is written from his point of view, the reader doesn’t see the full impact of Tom’s actions in many scenes.

Provide a prompt

Tom Sawyer is a master at manipulation. Take for instance the pirate adventure to Jackson Island when he misleads the entire town into believing he and his friends drown in the river. Because the story is written from his point of view, the reader doesn’t see the full impact of Tom’s actions. Consider or predict how the townspeople felt during and after this event in the story and discuss Tom’s actions. Brainstorm a list of thoughts, dialogue, emotions, and actions that will help convey that perspective. Rewrite the scene from this new point of view using your list to guide you.


Students brainstorm a list of thoughts, dialogue, emotions, and actions to help them determine the townspeople’s point of view or perspective they want to convey.

Test the hypothesis

Students rewrite the scene from the viewpoint of the townspeople using their list to guide them.

Examine the results

Students will provide evidence from other scenes and events to justify their analysis and modification of Tom’s adventure on Jackson Island from the viewpoint of the townspeople.

Decide if the problem was solved

Students revisit their initial prediction and state whether they were able to defend it or if they needed to revise their thinking. Students cite evidence to support their initial prediction or their revision.

Reflect onthe process

Students state how they could more accurately modify texts from a different character’s point of view next time.



Problem Solving

Students use evidence to build support for their solutions with grounds, backing, and qualifiers. They contrast actual results with their original hypothesis.

45

If students are struggling with generating their own ideas, provide a list of possible solutions. For an extension, allow students to adapt the problem solving template or map so it is more specific to their own problem.



Problem Solving

Students use evidence from their text to build support for their solutions with grounds, backing, and qualifiers. They contrast dialogue from their rewritten text with their original hypothesis.

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If students are struggling creating a hypothesis, provide a brainstorming template. For an extension, allow students to rewrite a scene of their choosing.


- B8 -

Decision Making to Generate and Test Hypotheses

Desired Result: Students enhance their new knowledge by engaging in cognitively complex and authentic learning tasks. In these examples, students develop alternatives and apply judgment criteria to select the best option available. They justify if they supported or refuted their initial prediction based on their evaluation of alternatives. DECISION MAKING Requires students to select among equally appealing alternatives

Steps: 1. Determine the goal, develop alternatives to consider, determine criteria to judge the alternatives

against, and provide a prompt to initiate the decision-making activity.2. Have students:

• develop alternatives (if not provided)• determine judgment criteria (if not provided)• predict which alternative will best meet the criteria• evaluate alternatives using criteria• decide which alternative best meets the criteria

3. Have students reflect and justify if they supported or refuted their initial prediction based on their evaluation of alternatives.

Helping Students Engage in Cognitively Complex Tasks:

- B9 -




Decision Making to Generate and Test Hypotheses (Elementary Example)

Steps Math Grade 4Identify the

learning targetDetermine the best way to classify two-dimensional shapes into groups when comparing more than one attribute at a time.

Determine a goal Students will determine the best way to classify two-dimensional shapes when comparing more than one attribute at a time.

Develop alternativesClassify a set of two-dimensional shapes by:• angle size then line structure (parallel or perpendicular lines)• line structure (parallel or perpendicular lines) then angle size

Determine criteria

Criteria:• the classification process is easy to follow• the classification efficiently organizes all examples into specific groups• any two-dimensional shape can be easily categorized using the developed method

of classification

Provide a prompt

We have classified two-dimensional shapes by one attribute at a time. To further categorize shapes, the classification could be expanded to include a second attribute. • How do you determine which attribute to use first in the classification?• Does it matter?Analyze the set of shapes provided first by angle size then parallel or perpendicular lines. Next reverse the process to classify the same set of shapes first by parallel or perpendicular lines then angle size.

Predict which alternative will best meet the criteria

Students answer question: Which classification process do you think will be the most efficient? Document your prediction and reasoning in your notebook before you begin the classification.

Evaluate alternatives using criteria

Students complete and document the classification of the supplied set of shapes using both of the methods described above to determine which process is better.

Decide which alternative meets

the criteria

Students answer question: Which classification method worked best? Evaluate both classification processes referring to the criteria identified earlier. Describe the reasoning used to evaluate your classification methods using grounds, backing, and qualifiers to justify your claim.

Reflect on the hypothesis Students answer question: Was your original prediction correct or not? How did the classification process confirm or deny your original opinion?



Decision Making

Students devise and develop the process to classify two-dimensional shapes when comparing more than one attribute at a time. They evaluate classification alternatives and provide grounds, backing, and qualifiers to support their choice. They can explain which alternative best meets the criteria.

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If students are struggling, provide a pre-prepared list of questions to guide their thinking. For an extension, encourage students to develop a classification organizer to support and provide structure for those who need it.


- B10 -

Decision Making to Generate and Test Hypotheses (Secondary Example)

Steps Health Grades 9-12Identify the

learning targetAnalyze how nutrient and energy needs differ based on gender, age, and activity levels.

Determine a goal

Students will make and defend a decision about which food choice is the most beneficial before track practice.

Develop alternatives

Food choices are:• a candy bar that is high in sugar and fat• a protein shake• a snack high in carbohydrates

Determine criteriaStudents should utilize their knowledge of:• the principles of nutrition• the demands of aerobic and/or anaerobic exercise

Provide a prompt

You have track practice scheduled this afternoon. You have a snack high in carbohydrates, a candy bar that’s high in sugar and fat, and a protein drink. Based on what you know about principles of nutrition and the impact of physical activities, which should you choose before practice?

Predict which alternative will

meet the criteria

Students consider the snack choices and determine the best alternative to consume before practice.

Evaluate alternatives using

criteria

Students evaluate all snack choices using the criteria (nutrition principles and demands of aerobic and/or anaerobic exercise).

Decide which alternative meets

the criteria

Based on their evaluation, students decide which snack would be the best choice in this situation.

Reflect on the hypothesis

Students say whether their original snack choice was the best alternative based on their analysis of the criteria.



Decision Making

Students develop alternatives and describe why they are plausible then determine the criteria and explain how it will help them make a decision. They evaluate the alternatives and document grounds, backing, and qualifiers for their initial decision. Students explain which alternative meets the criteria.

40

If students are struggling with a step, ask them to describe possible options to a partner to help them get feedback. For an extension, give students the opportunity to use technology or the platform they prefer to work in.

- B11 -




Experimental Inquiry to Generate and Test Hypotheses Desired Result:Students enhance their new knowledge by engaging in cognitively complex and authentic learning tasks. In these examples, students observe, make and test predictions, examine and evaluate the results of their inquiry tasks. Students explain what they learned and what they could have done to learn more from their experimental inquiry process.

EXPERIMENTAL INQUIRY Students develop and implement a procedure for collecting evidence by direct observation in order to test a hypothesis.

Steps: 1. Set up a demonstration or observation and use it to create a prompt that requires students to

generate and test hypotheses. 2. Have students:

• generate a hypothesis• design a procedure to test the hypothesis• implement the procedure • examine the results • evaluate the results

3. Have students reflect and explain how the inquiry impacted their initial thinking on the topic and identify parts of the experimental design that could improve to better test the prediction.

Helping Students Engage in Cognitively Complex Tasks



Decision Making

Students develop alternatives and describe why they are plausible then determine the criteria and explain how it will help them make a decision. They evaluate the alternatives and document grounds, backing, and qualifiers for their initial decision. Students explain which alternative meets the criteria.

40

If students are struggling with a step, ask them to describe possible options to a partner to help them get feedback. For an extension, give students the opportunity to use technology or the platform they prefer to work in.


- B12 -

Experimental Inquiry to Generate and Test Hypotheses (Elementary Example)

Steps Music Grades 3-5Identify the

learning targetDemonstrate knowledge of performance technique and characteristics of a musical style or genre.

Set up a demonstration or description

Play examples of diverse music genres and styles (Alternative, Blues, Jazz, Classical, Country, Hip Hop, Jazz, etc.). Students compare examples and discuss the general features (sound, emotional response, etc.) of each style.

Use the demonstration to create a prompt

Now that you have heard various examples, identify distinctive features of different genres that capture their unique style.

Generate a hypothesis

Students hypothesize the distinctive characteristics or elements of their chosen genres that best capture the musical styles.

Design a procedure to test

the hypothesis

Ask students to establish a method to determine if they accurately captured the unique features of each style:• How can you test that the features you identified are correct?

Implement the procedure

Students test their descriptions and/or music selections using their identified method. Teacher note: sample testing methods include playing a few chosen measures that capture each genre’s unique style for classmates to guess the genre or ask classmates to complete a survey matching genres to written descriptions.

Examine the results Students document the evidence they collect during the procedure.

Evaluate the results

Ask students:• Were you able to identify distinctive features of different genres?• What evidence do you have to support your answer?

Reflect on the process

Students revisit their initial list of distinctive characteristics and state whether they accurately captured the genre. Students determine whether or not their testing method could be improved to better test knowledge of music genres.



Experimental Inquiry

Students document evidence that supports or refutes their hypothesis. They examine the results and defend their conclusions with evidence.

40

If students are struggling, allow them to go on a “walkabout” to look at other students’ work and get ideas. For an extension, have students describe how they would design their procedures differently if they conducted the same inquiry again.

- B13 -




Experimental Inquiry to Generate and Test Hypotheses (Secondary Example)

Steps Technology - Middle School


Explain how technology and society affect one another (societal needs, values, and beliefs influence and affect technology and technology affects societal communication, education, and behavior).

Set up a demonstration or observation

Have students consider the positive and negative impact the iPod has had on society (e.g., changed the way we listen to music, watch videos, relieves stress, but some say it fosters anti-social behavior, etc.).

Use the demonstration

to create a prompt

Select another development in technology that occurred in the past twenty years. Based on what we have discussed about how such changes impact society, develop a hypothesis about the impact that technology has had on people’s lives.


With a partner, students hypothesize the possible impact of a specific, recent technology on society.

Design a procedure to test the hypothesis

Ask students:• How can you gather information that will directly test your hypothesis?Students develop a way to test their hypothesis.


Students utilize various written or electronic resources; conduct a survey, etc. to test their hypothesis.

Examine the results

Students document the information or data they collect to support or refute their hypothesis about the impact of their technology on society.


Students explain how they determined the impact their technology has had on people’s lives.


Students state whether or not the information or data they collected supported their initial claim. Students also determine how they could use what they learned from the inquiry process to analyze the effect of society on technology.




Students document evidence that supports or refutes their hypothesis. They examine the results and defend their conclusions with evidence.

40

If students are struggling, allow them to go on a “walkabout” to look at other students’ work and get ideas. For an extension, have students describe how they would design their procedures differently if they conducted the same inquiry again.




Students document evidence that supports or refutes their hypotheses. They use evidence they observe to build support for their hypothesis. They defend their conclusions with evidence and explain how their hypotheses were confirmed or disconfirmed.

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If students are struggling with selecting a recent technology, provide a list of examples to consider. For an extension, ask student to come up with another conclusion using the same evidence then select the best one.

- C1 -




APPENDIX C:NOW YOU TRY

ACTIVITIES


- C2 -

Now You Try

Choose a Scale Scale: _________________________________________

1. Browse the scales in the appendix of the participant notebook.

2. Choose a scale that you will work with for the rest of the day.

3. Form a group with other people working with the same scale.

Use the Intentional Thinking Map for Each Strategy

1. Choose a learning target from the scale.

2. Plan for the specific technique to implement the strategy.

3. Follow the specific steps indicated in the template.

4. Plan what you expect as student evidence of desired student learning.

5. Plan potential adaptations that you might use based on student evidence.

- C3 -




Investigating to Generate and Test Hypotheses

Steps


Determine the topic


investigation

Identify questions or

prompts

State a claim

Identify what is already known


contradictions

Develop a plausible

resolution

Reflect on the initial claim



Investigating – Definitional Investigation


- C4 -

Problem Solving to Generate and Test Hypotheses

Steps


Determine a goal


Provide a prompt


Test the hypothesis

Examine the results

Decide if the problem was

solved




Problem Solving

- C5 -




Decision Making to Generate and Test Hypotheses

Steps


Determine a goal

Develop alternatives

Determine criteria

Provide a prompt

Predict which alternative will best meet

the criteria

Evaluate the alternatives using criteria

Decide which alternative meets the criteria

Reflect on the hypothesis



Problem Solving



Decision Making


- C6 -

Experimental Inquiry to Generate and Test Hypotheses

Steps


Set up a demonstration or description

Use the demonstration to create a prompt


Design a procedure to test the hypothesis


Examine the results






- C7 -







Notes


- C8 -

For implementation inquiries, contact:

Learning Sciences Marzano Center

MarzanoCenter.com1.877.411.7114

©2016 Learning Sciences International2016-08-30

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