Time To Complete
I Can Statements
- I can formulate a testable, measurable hypothesis that answers my research question and is based on evidence.
- I will know my hypothesis is of high quality if it:
- Is testable
- Is measurable
- Answers my research question
- Is based on evidence
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking probing questions about their hypothesis process to gauge how well it meets the quality criteria.
- Ask students to review their research question and evidence with you.
- Ask students to self-evaluate their work after completing one of the activities below.
Ask students to form hypotheses in the simple if/then format: “If I do X (independent variable), then the effect will be Y (a difference to the dependent variable).” This is a basic hypothesis from which you can formulate more sophisticated ones later.
Provide students examples of higher-level hypotheses. Have them identify the variable presented in each example and propose a potential experimental design.
Have students critique weak hypotheses and change them into strong testable statements.
Ask students to use a mapping or outlining strategy, like mind-mapping, Cornell notes, or T-charts, to help them organize their thinking around their position.
Have students discuss or free-write about their understanding of a position on the issue they have researched.
Using a graphic organizer, have students weigh the evidence for and against the hypothesis they have constructed to ensure that the evidence supports their chosen position. Or, in pairs have a partner write and ask questions that may poke holes in the evidence supporting the hypothesis; then have the student decide after answering the questions if their hypothesis is truly supported by evidence.
Organizing Your Thinking
- Eduplace T-chart graphic organizer: http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf
- bubbl.us: https://bubbl.us/
Synthesizing Information: Step-by-step Instructions for Learners: