Complementing these strategies with Hypothesis testing and technology will greatly enhance student understanding. The web site, Instructional Strategies That Work, Marzano, Pickering and Pollock list six classroom strategies in which to apply hypothesis testing: System Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry and Decision Making.
In system analysis, problem solving and historical investigations, the students can investigate using computer simulations to test their hypothesis. In decision making, the students can track the outcomes of different decisions in a spreadsheet to organize the results. In mathematics, experimental inquiry can be used to model and understand a natural phenomenon, such as gravity and its effect in sports.
Next week my Advanced Algebra 2 class will begin studying quadratic functions and their graphs: parabolas. There are many skills involved: finding the vertex using the formula x=-b/2a, finding x-intercepts by factoring, completing the square and using the quadratic formula. This will require some traditional instruction. To see parabolas come to life, I will incorporate both experimental inquiry based instruction and project based instruction.
We will begin our Balls of Fun study, with a project based activity: Parabolas in Flight. The artifact the students will create will be a video of a ball’s trajectory. In the planning stage, the students learn the trajectory formula and watch a demonstration video I upload to teacher tube (http://www.teachertube.com/viewVideo.php?video_id=146265&title=Parabolas_in_Flight&ref=nancykent) In the implementation stage, they will collaboratively make a video of a football pass, basketball shot, golf shot or soccer ball kick. Then using Windows Movie Maker, will investigate the trajectory formula for that specific event. While in the computer lab, they will use an online simulation of a cannon to investigate any additional factors that may affect their calculations. In the processing stage, they will share their video and if given parent permission upload it to teacher tube and link it to our wiki. They will receive immediate feedback from the class presentation and additional feedback from family and friends if they upload to Teacher tube. I am hoping this will take the formulas out of the textbook and bring them to life!
Our next activity will be inquiry based. In the planning stage, the students will learn quadratic regression on the graphing calculator and fill in a template (available at Instructional Strategies That Work - Experimental Inquiry Hypothesis Framework), with a hypothesis explaining the parabolas involved in a bouncing ball. Is each subsequent bounce related to the one before? Does each ball type have its own bounce back rate?
http://hypertextbook.com/facts/2006/restitution.shtml
![](http://3.bp.blogspot.com/_jGEftJuOFvw/Sw3UXKRHKBI/AAAAAAAAAB4/CA3kOqASkC4/s320/800px-Bouncing_ball_strobe_edit.jpg)
Image by MichaelMaggs with a Creative Commons Attribution Sharelinke 3.0 License from http://commons.wikimedia.org/wiki/File:Bouncing_ball_strobe_edit.jpg
In the implementing stage, they will use a graphing calculator motion sensor to capture data on the each parabola bounce and compare vertexes, looking for a pattern. As they share they will verify their results with others.
Both of these activities will allow students to construct knowledge in their mind about parabolas and their qualities. The second will allow them to develop a hypothesis and test it. I want to continually align my practice with technology and help instill as many 21st Century skills as I can in my students.
Marzano, Pickering and Pollock. (2009). Instructional Strategies That Work. Retrieved November 24, 2009 from http://allenswanson.org/marzano/Generating_and_Testing_Hypotheses.htm
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Constructionism, Learning by Design, and Project Based Learning. Retreived November 24, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning