Engaging in Cognitvely Complex Tasks: Classroom Techniques to Help Students Generate & Test Hypotheses Across Disciplines

Publisher Marketing: Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also know how to investigate, experiment, solve problems, and deepen their understanding of the content. They need to be able to apply their learning to authentic, reality-based situations. Engaging in Cognitively Complex Tasks: Classroom Techniques to Help Students Generate & Test Hypotheses Across Disciplines explores explicit techniques for mastering a crucial strategy of instructional practice: teaching students to generate and test hypotheses. It includes: Explicit steps for implementation Recommendations for monitoring if students are able to generate and test hypotheses Adaptations for students who struggle, have special needs, or excel in learning Examples and nonexamples from classroom practice Common mistakes and ways to avoid them The Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom. Contributor Bio:  Senn, Deana Deana Senn, MSSE, is an expert in instructional strategies and classroom assessments. She is the Lead Content Developer and a Senior Staff Developer for Learning Sciences Marzano Center. Ms. Senn's curriculum, instruction and assessment experience spans the United States and Canada. Ms. Senn has been a teacher and a leader in school, district, regional, and provincial roles in both rural and urban settings. She is a graduate of Texas A&M University and received her master's degree from Montana State University. With her extensive experience focusing on teaching and learning, Ms. Senn offers a unique perspective for improving instructional practice. Contributor Bio:  Marzano, Robert J Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K 12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning. During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K 12 teachers and administrators.