Generating+&+Testing+Hypotheses

Generating & Testing Hypotheses Read and Reflect I believe a huge benefit to asking students to solve problems in that it will help to build their analytical skills and I don't believe much attention is given to encouraging these skills. Many times when my students are faced with a problem they are quick to ask for help or guidance rather than puzzle it out for themselves. Sometimes the problem may not deal with our subject matter but this is skill they lack and see no reason to develop this skill. Many times I use the analogy of how would they solve the problem of being locked out of their homes and no cell phones to which many have no clue how to problem solve this situation. Being able to problem solve also helps when solving story problems in any academic area.
 * What is the purpose of asking students to solve problems? **

Lately, I chose a lesson with story problems and review with students the steps to solving different types of story problems. Examples questions we need to ask include, " what is the problem asking, what is the pertinent information we need to answer this question, is there additional information noted that we do not need to solve the problem?" I role model solving problems by asking and answering these questions. I encourage students to write down their responses until it becomes second nature to them.
 * What kinds of problem-solving activities do I use with my students? **

Experimental inquiry allows students to take prior knowledge and use it to gain new understanding of material. An example of this is an experiment on gravity. Most students know that gravity is what makes things that go up fall down, but how many know how gravity actually works or the effects of size or weather on gravity. This is an eaxample of how they can take prior knowledge and extend their learning.
 * What is the purpose of asking students to use experimental inquiry? **

Currently, in geometry class, we are discussing slope and the effect it may have on designing staircases etc. We hope to complete a project with students building model ramps to test on slope may effect distance an object travels.
 * What kind of experimental inquiry activities might apply to the content areas I teach? **

**What is the purpose of asking students to make decisions?** Many times when solving problems in algebra, students are required to decide which operation to use and many times they are uncomfortable making this decision because tehy don't want to be wrong or they don't want to have to make corrections. They more practice they have with decision making (deciding which operation, how to solve a story problem) they more comfortable they become with process the more confidence they build within themselves. Second guessing or waiting for the teacher to answer can be time consuming and non-productive.

**What kind of decision making activities do I do with my students?** I don't think I consciously do any of these types of activities with students. Many of their decisions revolve around which operation to use or which formula would apply.

Apply and Reflect I actually have used this site in the past with students as a method of interpreting data that they gathered and were then required to show in graphic form. While some students found the site to be fun and interesting many choice to draw their own graphs, these students found this method to be easier.

I chose to do a graph depicting grades and attendance since this correlation is one I make continuously to students, I thought seeing a graphic might help students see the relationship.

