Generating+and+Testing+Hypotheses+Su17

Allison Havens
 * [|Gizmos]
 * Educational Website
 * **Rating **: 9- The only reason I give it a 9 is because it has to paid for after your trial is over
 * **Application Description **: This website has interactive Gizmos for math and science grades 3-12. They have an inquiry based learning approach that allows students to form questions and find answers. It also has a teacher guide, student guide and a vocabulary sheet that goes with each Gizmo.
 * **Aligns with Instructional Strategy **: The website aligns with the instructional strategy because it allows students to make predictions and problem solve. For example, one of the Gizmos was on inclined planes. I had to predict how many ants it would take to move a variety of foods up a stick. I could change the incline of the stick and the number of ants. According to Hubbell, Kuhn, and Pitler, when students are engaged in generating and testing hypothesis and their minds are using complex mental processes, it allows the students to gain a better overall understanding of the content that is being presented to them. The website does just that. It helps students better understand a variety of math and science concepts.

Sources

Hubbell, E.R., Kunh, M., & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Alexandria: VA: ASCD & Denver, CO: MCREL ___


 * Claudia Mellad**
 * **PHET**
 * Website
 * **Rating:** 9 - I would rate this app 9/10 because from an instructor perspective, it takes quite some time to navigate the site and to determine how to best use the site. However, once the initial set-up is complete, it is a very interactive and useful site.
 * **Description:** PHET is a website designed by the University of Colorado that creates interactive math and science simulations. There are many resources on PHET for teachers such as tips and demonstrations. This site is free to use and the main goal is provide students with the opportunity to engage with science or math content like a scientist or a mathematician.
 * **Alignment with instructional strategy:** This website aligns with the instructional strategy of generating and testing hypothesis because students are able to do just that. If a student has a question about whether or not something will happen or work, they can actually try it out using the simulation on the site. This definitely makes for an interactive and engaging experience from the student perspective.

References: Hubbell, E.R., Kunh, M., & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Alexandria: VA: ASCD & Denver, CO:MCREL.

University of Colorado (2017). //PHET Interactive Simulations//. Retrieved from https://phet.colorado.edu/

[|Gizmos] Educational Website
 * Pearl Fernandez**

==== I rate Gizmos an 8/10 because after the free trial the user as to pay a fee to use the program. The site is visually appealing and has over 400 Gizmo simulations in various different topics within Math and Science. It appears user friendly however I am not sure as I did not sign up or try to use it. I did however watch some videos on how to use Gizmos in a classroom and it appears to be fun and engaging which can pique a student's interest right from the start. ====
 * Rating: 8/10: **

==== Gizmos provides online simulations that help students understand challenging Math and Science concepts through inquiry and exploration. It allows students to manipulate variables and investigate “what if” situations. It allows students to engage and interact with the content being taught by the teacher. It allows students to also create visualizations using graphing tools to capture and compare results found. The program allows students to work individually or in groups and teachers can manage the classrooms while assessing their students in class. ====
 * Brief description of the Resource **

**How does the resource align with instructional strategy examined for the week? **
====According to Hubbell, Kuhn and Pitler mentioned that several studies “found that students who generate and test hypothesis by engaging in problem solving have a clearer understanding of lesson concepts”(2012, p.204). Furthermore, Hubbell et al recommend that teachers encourage their students to explain their predictions and conclusions and foster higher order thinking by using graphic organizers. Gizmos allows students to do just that, it allows students to graph measure and compare data they collect. Gizmos allows students to make predictions and draw conclusions by running experiments using the simulations in Gizmos. ====


 * References **

Gizmos retrieved from https://www.explorelearning.com/index.cfm?method=cCorp.dspAbout#1

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). Using Technology with Classroom Instruction that Works (2nd Ed).

Andrea Mera
 * Generating and Testing Hypotheses**


 * Website Name**: []


 * Rating:** 10/10. Realityworks is an educational website that provides students the opportunity to practice what they have learned with hands-on learning aids. The website is very simple to use and


 * Description:** Realityworks allows students in health sciences, welding and trade skills, agriculture, family and consumer services, social services and youth, corrections, maternal and child health care, and military programs the opportunity to learn hands-on. Virtual technology is used so students can practice what they have learned in the classroom.


 * Aligns with Instructional Strategy:** Realityworks is a valuable resource for students as it allows them to practice what they have learned in the classroom in a virtual setting. This helps students directly test hypothesis that they have learned in class and allows for better retention and understanding (Hubbell, Kuhn & Pitler, 2012).


 * References**

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). Using Technology with Classroom Instruction that Works (2nd Ed). Retrieved from [|http://www.ascd.org/Publications/Books/Overview/Using-Technology-with-Classroom-Instruction-That-Works-2nd-Edition.aspx]

Reality Works (2017). Retrieved from @https://www.realityworks.com


 * Eunjin Judith Jung **
 * [|LibreOffice Calc]
 * Open-source software
 * ** Rating: ** 9 - It has a similar layout as the well-known MicroSoft Excel. Unlike the expensive MS package, all the LibreOffice products are free, and thus suitable for institutions with limited budget. LibreOffice Calc cannot read complex formulas, but it would suit purposes for non-professional level of education. The only drawback of this product is the usability; Although the layout may be similar to Excel, it does require the new users to give it a couple tries to feel comfortable.
 * ** Description: ** LibreOffice Calc is an open-source spreadsheet that can be used as a analyzing tool. Many science, math and accounting courses are using spreadsheet to test hypotheses. Once students input collected data in numerical values into designed formulas, this software outputs immediate feedback, allowing students to either confirm or to revise the original hypotheses.
 * **Aligns with instructional strategy**: Students can easily manipulates the inputted values and receive immediate feedback, helping them to make informed prediction (Hubbell, Kuhn & Pitler, p. 207). This process also emphasizes the importance of applying the theoretical knowledge into real practice.

References: <span style="background-color: #ffffff; color: #111111; font-family: Arial; font-size: 10pt; vertical-align: baseline;">Hubbell, E.R., Kunh, M., & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works.// (2nd Ed.). Alexandria, VA: ASCD & Denver, CO: MCREL.

<span style="background-color: #ffffff; color: #111111; font-family: Arial; font-size: 10pt; vertical-align: baseline;">Beata Dabrowska secured:

https://www.explorelearning.com/


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Rachael Tucker-Yhap **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Educational Website
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[|Edheads] **


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Rating: 9/10 – **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Many Edheads simulations are free therefore it is understandable that they are in need of funding however, I did not personally like that they are asking for donations on the home page.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Description: **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Edheads is an education website primarily for grades 3-12 which uses simulations to help connect math and science skills with realistic scenarios. The engaging and interactive online sessions promote critical thinking and help to explore real world careers. The activities on the site are aligned with national and state standards and if a membership is purchased for $20 annually, guidelines, worksheets and assessments are provided.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Aligns with Educational Strategy: **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Edheads aligns with the instructional strategy by allowing “students to apply their background knowledge to make predictions, receive immediate feedback, and see the outcomes of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life” (Hubbell, Kuhn & Pitler, 2012, p.215). As recommended by Hubbell, Kuhn and Pitler (2012), the website engages students in a variety of structured tasks for generating and testing hypotheses as they work through the simulations.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Reference

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Retrieved from <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt;">[]

Charlene Dunstan

[|Turning Point/ResponseWare]
 * Name of the Resource:**

Cloud based program
 * Identify the resources as an educational website, software program or app:**

On a scale of 1-10 I would rate this an 8. Its polling questions are easily created and modified. Responseware actively involves students in the data gathering process and that data can then be exported into reports and other software. What is especially great is it can be used with either a handheld clicker or a student’s own device (Turning Technologies 2017). The one drawback is that there is no free version available and while the cost is minimal ($ 26-$ 69 for students) this still bay present a prohibitive cost for some.
 * Rate the Resource on a scale of 1 to 10:**

Responseware is an Audience Response System (ARS) It can be used with handheld clickers or with and device that can access the internet. While the polling capabilities may seem to be the limit of this tool. The data that is gathered can be displayed almost immediately.it can also be used to illustrate to students how to capture data and then use predictions to make inferences. The real time responses take collecting data from a passive to an active activity which engages students and allows them to immediately test out their predictions.
 * Brief description of the Resource and how it can is used with classroom instruction or training in a work setting**//://


 * How does the resource align with instructional strategy examined for the week?**

“Interactive applets allow students to spend more time interpreting the data rather than gathering the data “ ( Hubbell. Pg. 205) Responseware allows for immediate collection and testing of hypotheses. Students spend their time actively engaged which enhances their learning and promotes a deeper, clearer understanding of the material.

References:

Retrieved from Turning Point Technologies. www.turningtechnologies.ca/ Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rating 10/10
 * Generating and Testing Hypothesis **
 * Sharon Thurman **
 * Instructionalwalkthroughs **
 * Educational Webpage: **https://instructionalwalkthroughs.wikispaces.com/Generating+%26+Testing+Hypotheses

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I gave Instructionalwalkthroughs 10/10 because the information on the web page can help educators to design assignments for their students that generate and test the hypothesis. The instructions are clearly set out, which makes it easy to understand. The information on the web page is divided under the following main headings: Strategy Overview, Information Supporting Strategy, Two Methods for Generating and Testing Hypothesis, and Six Types of Activities for Hypotheses Generation and Testing.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Description: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">According to Hubbel, Kuhn, and Pitler (2012), to assist students to generate and test the hypothesis, educators should use a mixture of structured tasks. For this reason, Instructionalwalkthroughs aligns with the instructional strategy examined for this week because it provides suggestions for teaching strategies, for example, templates for students to submit their work as well as students explaining their hypothesis and conclusions by <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">using audiotapes or podcasts (Hanner & Ohmacht, 2017).
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How the Educational Webpage Aligns with Instructional Strategy: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hubbell, E.R., Kuhn, M. & Pitler, D. (2012).//Using Technology with Classroom Instruction that Works// (2nd Ed). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hanner, L. & Ohmacht, D. (2017). Retrieved from __https://instructionalwalkthroughs.wikispaces.com/Generating+%26+Testing+Hypotheses__

Gianni Rotondo [|NOVA Building Big] Web-based Simulations


 * Rating:** 9/10
 * It's a free and organized website that is user friendly. It is only limited to specific topic - construction.

Description:
 * This resource is a database, filled with information about the largest structures of the world (i.e., domes, damns, skyscrapers, tunnels and bridges). It provides instructional labs based on the background knowledge needed to understand how the structures are built. It provides an abundance of resources about the different structures and offers real-life case scenarios as "challenges" for students to solve (NOVA Building Big, 2000).

Aligns With Instructional Strategy:
 * Using this resource as a database, students are able to first interpret data, make predictions and then analyze their prediction. This resource eliminates the process of allocating specific information, which can be time consuming. The real-life scenarios that are provide with this resource allows students to access their background knowledge and apply newly learned concepts to solve problems (Hubbell, Kuhn & Pitler, 2012).

References:

Hubbell, E.R., Kunh, M., & Pitler, D. (2012). // Using Technology with Classroom Instruction that Works. // (2nd Ed.). Alexandria, VA: ASCD & Denver, CO: MCREL.

NOVA Building Big, (2000). Retrieved from http://www.pbs.org/wgbh/buildingbig/index.html

Microsoft Excel Educational Application Rating: 7/10 – Microsoft Excel is a spreadsheet tool that requires a license for accessing (Microsoft Office, n.d., Excel). Additionally, students must have access to a device such as a laptop or computer to take full advantage of its capability (Microsoft Office, n.d., Excel). Many of the tools in Excel require some knowledge to use, therefore it is not extremely user-friendly. However, there are blogs and resources available for learning. Brief Description: Excel is a spreadsheet tool that allows users to organize data and perform complex analyses (Microsoft Office, n.d., Excel). Excel offers a number of creative ways to visually represent the data analyzed (Microsoft Office, n.d., Excel). Align with instructional strategy: With complex data analysis tools, Excel allows users to test any hypotheses that involves quantitative data results. While it may require some knowledge to fully utilize all of the tools available, these skills will arguably be very beneficial to students in the future. Therefore, I think the learning is worthwhile and the tool can provide a great deal of assistance to students who are trying to test hypotheses.
 * Meaghan McNeil**

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).

Microsoft Excel. (n.d.). Retrieved from @https://products.office.com/en-ca/excel


 * Daniel Robertson**


 * Generating and Testing Hypothesis**

[|Google Sheets]
 * Source:** App
 * Rating: ­­8/10** – Google Sheets is part of Google’s suite of online productivity tools. It is free to use, but you do need a Google account, which is also free to sign up for. The app of itself it straight forward and while not as robust as Excel it is still highly functional in this context.
 * Description:** Google Sheets is a spreadsheet app that allows users to input formulas and numbers for the purposes such as bookkeeping or testing correlations. Sheets is a cloud-based tool that connects to Google Drive and allows users to have access to their Sheets file wherever they can get an internet connection. They can also choose to share their files with differing levels of access to their peers.
 * Instructional Strategy Alignment:** An important part of the hypothesis building and testing process is contemplating the concepts, but not learning how to use the instrument necessarily (Hubbell, Kuhn & Pitler, 2012). Sheets is in that way mostly a tool for instructors to use and program and then have students work with an already functional template. Students can use instructor created templates to guess at outcomes, given a set of guidelines, and then test them out by entering numbers into Sheets.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">References <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Google (2017). //Sheets//. Retrieved from https://www.google.ca/sheets/about/ <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using technology with classroom instruction that works// (2nd ed.). Alexandria, VA: ASCD