GENERATING AND TESTING HYPOTHESES
When we hear the phrase “generating and testing hypotheses,” our minds jump to science; we think of laboratories, test tubes, and people in white coats. However, science does not have an exclusive claim on this instructional strategy, which engages students in complex reasoning that can be used in other content areas.
The process of generating and testing hypotheses requires ELLs to access prior knowledge, apply new knowledge, and explain their conclusions. Anytime we use “if-then” reasoning, we enter the realm of generating and testing hypotheses. (For example, when studying transportation, we might ask students what would happen if they had to travel by train rather than by car.)
Berman, Minicucci, McLaughlin, Nelson, and Woodworth (1995) wrote about the need to create new classroom environments that help ELLs acquire higher-level language and reasoning skills. They also note that these students do not always have full access to middle school science and math classes, where inductive and deductive reasoning are generally taught. With that in mind, it is particularly important not to wait for middle school science and mathematic classes to introduce students to inductive and deductive reasoning.
