Eight years ago, the authors Pitler, Kuhn and Malenoski took the eleven essential instructional strategies that were identified originally by Marzano, Pickering and Pollock. These essential instructional strategies allow teachers to then use them purposefully to steadily improve student learning. In this digital age of learning and in considerations of this research, I have included not only an outline of how technology could be used to complement and enhance these teaching strategies but also specific technology tools/resources.
Essential Instructional Strategy #11
In generating and testing hypotheses teachers engage students in complex mental processes where they can apply content knowledge to enhance their overall understanding of the content. Technology allows students to spend more time interpreting data rather than gathering it.
Within the learning environment, various resources may be used. Below is a complementary list of actions and ideas, but by no means is it an exhaustive list. Please add your ideas in the comments section if you like.
Use spreadsheet info (Excel, Google Sheets) to make predictions, collect data, analyze data patterns and revise their hypothesis or create a new one.
Use data probes to recognize patterns in science.
Participate in Global Collaborative Projects.
1 – Pitler, H., R., E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria: ASCD.
2 – Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Also look at Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B.J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement, 2nd Edition. Alexandria, VA: ASCD.