This week we have learned about the “Generating and Testing Hypothesis” and how this instructional strategy aligns with constructivism. It appears that even though we think of Generating and Testing Hypothesis as a Science based strategy, it can be utilized in all content areas (Pittler, Hubbell, Kuhn, Malenoski, 2007, p.202). I agree with this sentiment, as I feel that we should be engaging students in critical thinking processes, and interpretation of class materials or class results in all subject areas. We must encourage and motivate our students to explain their hypothesis and how they have reached certain conclusions (2007, p.202).
Two tasks that I utilize to help students generate and test hypothesis are problem solving and decision making. My students are expected to learn certain skills and strategies, and have an understanding of when and why they should use these skills. When we gather data in class (fitness scores, win/loss record, successful attempts, etc.) we always explore and discuss these outcomes to determine the strategies that will produce the best results.
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Mike, when you talk to your students about the scores and strategies of when to use them, do you talk to them as a class or put them in groups? I think that groups especially in P.E. would be a more effective learning environment. This way students get a chance to all be heard especially if they do not like to share to the entire class they will have a way to speak in a "less threatening" group. You could also have the groups present posters to each other and they could then compare and debate their ideas about the differences in their views of what skill should be used and when. This will stick better in their brains because they will be more interactive in the discussion piece.
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