GENERATING AND

TESTING HYPOTHESES
(GTH)

Faaiza Mahomed
This is the strategy of asking questions and seeking
answers.
The border category of GTH:
When generating and testing hypotheses, students may either deduce or induce to attain
answers. In both cases, students must use higher levels of understanding including analysis and
evalution to build understanding.

◦ Deduction: using general rules to make a prediction about a future event or action. Curriculum generally contains the generalizations
and principles in all content areas that students need as a knowledge base to make deductions.

◦ Induction: drawing new conclusions or rules based on observations or patterns of behavior. The student uses what they know rather
than having a generalization to apply.

◦ Generally speaking, deduction has more success as students are guided with the generalizations or principles and fewer opportunities
for misconceptions or misunderstandings arise. Induction requires careful planning, frequent monitoring and feedback.

◦ The problem-solving approach to learning is proven to develop clearer understanding of lesson concepts and builds connections
between academic content and real-world application.
◦ http://technoteaching.weebly.com/generating-and-testing-hypotheses.html
Modeling Experimental Inquiry for young
students
1. What do I see or notice?
2. How can I explain it?
3. Based on my explanation, what can I predict (hypothesize)?
4. How can I test my prediction (hypothesis)?
5. What happened? Was my prediction (hypothesis) confirmed? What
new questions do I have?
Modeling Experimental Inquiry for older
students
LEARNING IS
MESSY!
1. During the process, students will go through different stages of
emotions.
2. They might feel uncertainty as they begin, optimism when they select
a project, then confusion or frustration when they’ve gathered a lot of
information and don’t know where to go with it.
3. As they begin to sift through the information, they gain a sense of
clarity and direction and begin formulating and executing the project.
4. By the end of the process, they’ll have a sense of satisfaction or
disappointment on the outcome of their presentation.
http://blogs.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/
 Resources

NAME OF RESOURCES INTRODUCTION VIDEO NAME OF RESOURCES

https://www.youtube.com/watch?v=UCJbrfIUnAI

PPT
https://slideplayer.com/slide/1664112/