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4 - What will I do to help students generate and test hypotheses about new knowledge?

16. What do I typically do to organize students for cognitively complex tasks?

Teacher Evidence

The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses.

Teacher establishes the need to generate and test hypotheses

Teacher organizes students into groups to generate and test hypotheses

Student Evidence

When asked, students describe the importance of generating and testing hypotheses about content

When asked, students explain how groups support their learning

Students use group activities to help them generate and test hypotheses

17. What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?

Teacher Evidence

The teacher engages students in complex tasks (e.g., decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses.

Teacher engages students with an explicit decision making, problem solving, experimental inquiry, or investigation task that requires them to generate and test hypotheses

Teacher facilitates students generating their own individual or group task that requires them to generate and test hypotheses

Student Evidence

Students are clearly working on tasks that require them to generate and test hypotheses

When asked, students can explain the hypothesis they are testing

When asked, students can explain whether their hypothesis was confirmed or disconfirmed

Student artifacts indicate that they can engage in decision making, problem solving, experiential inquiry, or investigation

18. What do I typically do to provide resources and guidance

Teacher Evidence

The teacher acts as resource provider and guide as students engage in cognitively complex tasks.

Teacher makes himself/herself available to students who need guidance or resources

• Circulates around the room

• Provides easy access to himself/herself

Teacher interacts with students during the class to determine their needs for hypothesis generating and testing tasks

Teacher volunteers resources and guidance as needed by the entire class, groups of students, or individual students

Student Evidence

Students seek out the teacher for advice and guidance regarding hypothesis generation and testing tasks

When asked, students can explain how the teacher provides assistance and guidance in hypothesis generation and testing tasks