➢Develops a learner's ability to

modify hypotheses when new

evidence presents itself.
➢Encourages group &
Why classroom discussion.
Choose ➢Fosters students' capacity for
seeing the "Big" picture.
Zoom In ➢Helps students make connections
as a between concepts that were
Teaching not apparent.
Strategy? ➢Makes learning more enjoyable!

Thi s Photo by Unknown author is l icensed under CC BY-SA.

 o Music: Have your students listen to a short, uncharacteristic excerpt of music
from a composer that usually wrote in a minor/flat key (e.g., Chopin, Liszt in a
major key). Have them guess the composer/piece. Allow for more of the music to be
heard (maybe further into the composition) and have students guess again. Repeat
this revealing process until students have discovered the correct composer/piece.
Discuss the composition features that most reveal the mystery composer. Finally,

Ideas for play the piece in its entirety so that meaningful composition intricacies can be
identified and noticed. This Photo by Unknown

Using
author is licensed under
CC BY.

o History: Display a geographical map (i.e., non-political). During each reveal place
new graphics/features/characters onto the map so that students can guess what
period/event/place is being depicted (e.g., American Revolution). Continue this

Zoom In process so that more features relevant to the historical period/topic are displayed.
At each new stage have students adapt their hypotheses to the evidence.
Afterward, have a robust discussion about the event that was displayed and its
This Photo by Unknown author s
licensed under CC BY-SA

in Your
historical relevance.
o English: Choose random passages from a short story/poem/book (e.g., Shakespeare's

Content
Taming of the Shrew) and read them to your class (i.e., not in sequential or textual order).
Have students make conjectures about the theme/plot/characters etc. Reveal more by
reading passages that provide evidential support about theme/plot/characters. Continue

Area
these reveals until a meaningful discussion can be had about the topic. Ask students how This Photo by Unknown author is
their first assumptions have changed and what made them modify their licensed under CC BY-SA.

preliminary conjectures.
o Math: Reveal equations/functions and/or partial graphs for a current math topic (e.g.,
conic sections). Request students to guess the type of equation/graph being represented.
Add more evidence, piece-by-piece, and have student reassess their first assumptions. Do
this for each of the important topics that students need to understand. Thus, students
will have a better familiarity for different types of equations/functions/graphs.