The
strategy “generating and testing hypotheses” clearly denotes inquiry based
learning where students come up with ideas and check to see if they are correct
by trying them out. In Using Technology with Classroom Instruction
that Works the authors suggest using several different types of technology
such as spreadsheets with pre-loaded information and web tools to promote
inquiry and exploration learning. In our
course resources we were also introduced to ideas for technology based project
learning this week. It is evident that
technology has opened up a whole new world of possibilities for students as
they create and test hypotheses.
This
strategy of “generating and testing hypotheses” uses constructivist learning
which, as Orey describes, is a type of learning where students learn from
experiencing content in different contexts (Laureate, 2010). Furthermore Lever-Duffy and McDonald (2008)
explain that in in constructivist learning students individually construct
their own meaning through encountering information, often in a collaborative
group. As students test their ideas and
find some of their ideas to be either correct or incorrect they adjust their
thinking and come up with their own meaning.
In this way “generating and testing
hypotheses” can also coincide with constructionist learning because in
constructionist learning students create a meaningful product to show their
learning but change their ideas as they develop their artifact based on what
they learn in the process. In other
words as students test hypotheses they learn and change their perception of
what ideas they are testing and learning or, as Orey said, “assimilate” and
“accommodate” in the experience (Laureate, 2010).
Although
I use constructionism in my content area as students create projects and
authentic products, I have always struggled with how students can generate and
test hypotheses in lower levels of Spanish in regards to the language. Somehow I feel this mental block about how to
get students using inquiry methods to explore a language. According to the
Northwest Regional Educational Laboratory (2005) “generating and testing
hypotheses” can be supported in the classroom by using questioning techniques,
role play, asking for explanations, pointing out patterns and connections,
scaffolding and watching for misconceptions.
These
techniques make me wonder if I students are already testing hypotheses in my
class in some respects as we apply grammar concepts to real situations or when
students read and listen in the target language. Perhaps this strategy just looks a little
different in my content area. Just as
all students are unique every content area is as well.
References
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist
and constructivist learning theories. Baltimore: Laureate Media.
Lever-Duffy,
J., & McDonald, J. (2008). Theoretical foundations (Laureate
Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Northwest Regional Educational
Laboratory. (2005). Generating and testing hypotheses.
Retrieved from http://www.netc.org/focus/strategies/gene.php
As I read your blog I thought about your comments on if your students are testing their hypotheses throughout your class. I think they definitely are, due to the fact that they are learning a brand new language. If you can recall from the video clip this week, Orey gave an example of a kid and a dog. The adult would point to other dogs and the student would say “dog.” This occurred until the object was a cat. The adult had to alter the students understanding of a dog and teach them about cats. I feel this is the same situation with your Spanish students. They might need some altering of their understanding to fully grasp the vocabulary and grammar. Thanks for making me think and reflect about my own classroom and students altering their understanding of concepts.
ReplyDeleteCharlotte,
DeleteWe definitely use a lot of visuals in Spanish and we try to connect the Spanish right to a visual much like Dr. Orey explained in his example about the boy and the dog. When I am talking in Spanish students have to actively accomodate and assimilate knowledge. I am glad you brought up this example because it did remind me a lot of what I do each and every day with my students and this may be one way students use generating and testing hypotheses in my class. Thank you for your insight!
Jenny
Jennifer-
ReplyDeleteI fully understand what you mean. We are in similar situations. This week's strategy of "generating and testing hypotheses" and constructionism, also made me think how it relates to learning a language. In classes like science, math, history, etc., the hypotheses and testing are very clear cut. In learning a language, it is a little different. However, I think you are right that students are already doing it. What I think is difficult for students to feel, is that sense of equilibration because there are not many chances to test what they have learned in "real situations". Yes, we often simulate real situations in our classes, but students rarely get to get any authentic field experience to test their "hypotheses". If there were several chances for students to apply what they learn in the real world, I think we could see a clearer definition of "generating and testing hypotheses" and how it relates to our subject. Because the language we are teaching is not common in our communities, the chances are slim. This is where technology might be able to play a key role.
By the way, at my school, we have a basic Spanish 101 class. It might be interesting to share some speeches or videos. American students learning Spanish and Japanese students learning Spanish. The common language is Spanish. Just a thought.
Jeremy,
DeleteI think you are right about equilibration. It is difficult to completely generate and test hypotheses without a lot of opportunity for students to use the language in situations with native speakers. I think I really need to seek out more opportunities for my students to speak with native speakers in order for them to better use this strategy. Some of my students' family members speak Spanish and I think that may be a good place to start. That way I am also building connections with families.
On that note I would absolutely love to share some videos and speeches if we can coordinate that! Is your school still in session? We have one more week left then we are back on at the end of August. I think any international connections we can make really benefit the kids. I am not sure if you would want to do this but it might even be interesting if your English students would want to Skype with (or correspond with) with some of the kids at my school. I am starting an international club at my school next year and we are looking to learn about all world cultures. I would love to stay in touch about these ideas if you are interested and do what we can. Just let me know what you think!
Jenny
Jenny-
DeleteGreat!!
We have summer vacation for the month of August, but students will be back in September. We have an English club with 49 members but it can be considered an "International" club as well. Most of the students are part of the International classes at the school, so they are into anything outside of Japan. Let's definitely keep in touch.
As for the Spanish class, I think I can the students here to do something first. Japanese usually do not defy teacher orders (lol). They are Spanish 101 students, so their level is very basic. Not only that, the school year just started so they have not been studying it for very long. I will ask the teacher and some students if they would be interested in it.
The international club / English club I know for sure it a "good to go". Thanks
Jeremy,
DeleteThank you for your response! I think the prospect of our English club/International club working together is really exciting! We will keep in touch on that for sure!
Since this next week is my last week of school and school just started in Japan I may have to wait to collaborate with the Spanish teachers next school year. Please let me know what the Spanish teacher says and we will make that connection too to share videos or projects if we can. Thank you!
Jenny
Jenny-
ReplyDeleteI have to say I love "role play" I like to use it in many subject areas. Students may not be using technology, but they are creating something and sharing it.
Do you use role play in your classroom? I would think it could be tied into your class quite easily.
Pru ;)
Pru,
DeleteWe do use "role play" quite a bit in my class. My favorite thing this year was when we did a restaurant skit. The students were really excited about the prospect of creating a little play for the class about an authentic restaurant scene. The problem is that I get so excited about it that always forget to record them! I will be recording everything next year!
I love that "role play" allows for creativity which directly promotes increased language acquisition. I say this because students start out at the beginning (novice) level where they can only repeat memorized words and phrases in the language. The next step is creation (the intermediate phase). I feel that "role play" naturally helps students to move up in their proficiency by allowing them to think more deeply about a situation to make communication meaningful. I hope that makes sense! Thank you for your question!
Jenny
Jenny-
ReplyDeleteYes, you need to video it! That would be awesome.
Your explanation makes perfect sence. I think role play fits well with your class. I do it to help kids with public speaking and because I love it too! Some of my kids get so rapped up in it with costumes and scenes that I need to remind them of what they/we are doing.