New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Methods & Strategies in FCS Education

by: Delores Kessler

Methods & Strategies in FCS Education FCS 461

Marketplace > University of Idaho > Family and Consumer Sciences > FCS 461 > Methods Strategies in FCS Education
Delores Kessler
GPA 3.92


Almost Ready


These notes were just uploaded, and will be ready to view shortly.

Purchase these notes here, or revisit this page.

Either way, we'll remind you when they're ready :)

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Class Notes
25 ?




Popular in Course

Popular in Family and Consumer Sciences

This 13 page Class Notes was uploaded by Delores Kessler on Friday October 23, 2015. The Class Notes belongs to FCS 461 at University of Idaho taught by Staff in Fall. Since its upload, it has received 14 views. For similar materials see /class/227858/fcs-461-university-of-idaho in Family and Consumer Sciences at University of Idaho.

Popular in Family and Consumer Sciences


Reviews for Methods & Strategies in FCS Education


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 10/23/15
Generating and Testing Hypotheses Involves application of knowledge Many application in Food Science What happens if More liquid is added More dry ingredients are added Muffins are stirred just until mixed Until batter is lump Until batter is smooth and shiny Deductive thinking Using a general rule to make a prediction about future action or event The more gluten is manipulated the longer and stronger the gluten strands become Thus when muffins are stirred until the batter is smooth and shiny they will become 2 Inductive thinking Process of drawing new conclusions based on information we know or are presented with Students must first discover the principle from which the hypothesis is generated Develop gluten balls Hypothesize what will happen to flour mixtures Deductive techniques Have much larger effect sizes Inductive techniques 48 ES Deductive techniques 83 ES Inductive strategies need to have well orchestrated set of experiences so students can infer accurate and appropriate principles Deductive is probably better Present principles directly Ask students to generate hypothesis Hypothesis and Conclusions Preferable to have students explain in writing the principles they are working from the hypothesis generated from the principles Why the hypothesis makes sense Scientific Method Generating and testing hypothesis Other types of tasks can employ hypothesis generating and testing Systems Analysis Purpose of system Parts of the system Functions of each part Classroom Practices For generating and testing hypothesis Systems analysis Problem Solving Historical Investigation Invention Experimental Inquiry Systems Analysis Family System Explain purpose of system parts of system function of each part Describe how parts affect each other Identify a part of the system describe a change in that part Hypothesize what would happen as a result ofthis When possible test your hypothesis Other Systems Digestive System Reproductive System Heating and Cooling Systems Household Plumbing System School System Food Transportation System Soccer Match AquariumTerrarium Systems Analysis Graphic Organizer How to access a web site 5 0 Contents Of Web Site Systems Analysis Template My hypothesis about what will happen l thinkthis will happen because After I completed the systems analysis I found As a result of doing this task I learned Example How is the classroom like a system De ne the parts function of each part and the purpose Write a paragraph that explains how the parts affect one another how students interaction how teacher affects students how an interruption affects the classroom system Imagine a change in the system Le a student assistant will be available Make a hypothesis about what will happen as a result of the change Describe a possible scenario in which you test the hypothesis Problem Solving By definition problems are messy They involve obstacles and constraints Problem Solving Stop the Violence FCCLA Program Develop a business plan for establishing after school care for students Plan and conduct a Family Cultures Fair to celebrate and promote diversity in the communi y Research funding and local programs available to lowincome families to discover how much money these families have for food each week a business offering quick and inexpensive breakfast foods for students Problem Solving Steps Identify the goal to be accomplished Describe barriers or constraints that keep you from reaching the goal Identify different solutions for overcoming constrain s Hypothesize which solution will work Try your solution Explain whether your hypothesis was correct or try something else Will students develop a graphic organizer 2 Pmblem 5mm i p assible 5mm Problem Solving Results Template My hypothesis about the best solution is I think this idea will work because A erl completed the problemsolving process found As a result of doing this task I learned Planning Sheet for Problem Solving What knowledge will How will students explain students be learning their hypothesis a d Do I need to set aside communicate their time to teach students the COHCIUSIOHS process How will I Howwill l monitor how teach them the process well students are doing 39 Will I ask students to use With PI39Oblem 5 Vi 97 a graphic organizer What will I do to help How much guidance students who are not should I provide PI39Oblem 5 Ving students effectively Decision Making What is the purpose of asking students to make decisions What kinds of decisionmaking activities do I use with my students What questions might students have about this method Graphic Organizer for Decision Making Bestcmzen WMbesttutilbthellveisanalandcivicvespam mm Graphic Organizer for Decision Making BestCitizen wnd bestfulfillstheirpersunal and Civic rESpDnSibllitiES7 Wnatis tne indstiinpditantedinindnieatidn ineenanisin invented Usingtne deeisidmnaking inatnx td get started and tnen add yudruwn entena Wnat issues aruse and ydd engaged in this decisiuwmakingtasw Wnat insignts did ydd gain abuutthe decisiuwmaking pmcess7 vvnat kndwiedge wudid students need tn dd tnis task Results Template Decision Making My hypothesis about the best solution is Ithinkthis idea will work because After I completed the problemsolving process I found As a result of doing this task I learned Planning Sheet for Decision Making What knowledge will students be learning Do I need to set aside time to teach students the process How will I teach them the process Will I ask students to use a graphic organizer How much guidance should I provide students How will students explain their hypothesis and communicate their conc usions Howwill l monitor how well students are doing with problem solving What will I do to help students who are not problem solving effectively Historical Investigation se when you want students to construct and investigate a plausible scenario for an event from the past about which there is no general agreement Should grow out of confusions or contradictions found in information available about the topic Students use available resources to constructa resolution to the confusions Recommendations for classroom practice Give students a model for the process Use familiar content to teach students the steps for historical investigation Give students graphic organizers for the historical investigation Guide students as needed Ask students to explain their hypotheses and conclusions Model for Historical Investigation Clearly describe the historical event Identify what is known or agreed upon and what is confusing or contradictory Offer a hypotheses Seek out and analyze evidence to determine if you hypothetical scenario is plausible Example Historical Investigation 0 A Child Called It Clearly describe the historical event Identify what is knownnot knowncontroversial Offer a hypothetical scenario Seek outanalyze evidence to determine if your hypothetical scenario is plausi Ie George Washington and the Cherry Tree r Agreeg ubon nrusions or Contradictions The Stun is meant El teach other SturlES EXlSL DD Children a lesson pecifics peci cs The story about George Washington There was a story about his Chapping gown a enerry tree was mother s tayonte cult dying Published in a bunk by Mason Locke While eeor e was riding it Weerns in lEEIB George toig tnetrotn ago not GeurgEWashingtun was a popular try to hidethe taettnat e nag b en riding tne cult ngore ang rnany stones were told e about him 39 Resolution The enerry tree story was probably rnage up But tne r t pth ui n ipuitdii tell tne truth Expgrtmgnul inquiry Euphk cumquot aquot Franklin s Kine imamn igwwg appar Lrngthu39merstormi RelevantTheory or Rule m mam mam Pom c Explanation Lightquot quotX l a we m n elects cur u nature Thunestoimsuearear mm llntelwlhtu m r w mcs39mm an r eltuwtal mm m lynxW l mm a we to 0mm eimmw th oqgn n e al during 2 5mm Food Science Sugar Crystallization Varying ingredients Petri dishes and contaminates in kitchens hair hands dish clothes etc Tips for helping students generate hypothesis and explanations Provide with templates for reporting work Provide sentence stems to help articulate explanations May audio tapes of students explaining their hypothesis and conclusions or reinforce writing skills and vocabulary with written work Provide rubrics so students know criteria on which they will be evaluated for their explanations Provide external audiences parents community members to ask students to explain their thinking COLLECTING CLASSROOM EXAMPLES Intelligence Examples of Classroom Activities Examples from My Classroom Mastery Exercise practice Direct instruction Drill and repetition Demonstrations Competitions Activities that focus on organizing and managing information practicing a skill observing describing memorizing categorizing Interpersonal Experience personalize Team games Learning circles Role playing Group investigation Peer tutoring Personal sharing Activities that focus on describing feelings empathizing responding valuing Understanding Explain prove Inquiry Concept formation Debate Problem solving Independent study Essays Logic problems Activities that focus on classifying analyzing using evidence applying comparing and contrasting o evaluating SelfExpressive Explore produce Divergent thinking Metaphors Creative art activities Imagining Openended discussion Imagery Creative problem solving Activities that focus on o hypothesizing synthesizing c symbolizing o creating metaphorical expression self expression


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Kyle Maynard Purdue

"When you're taking detailed notes and trying to help everyone else out in the class, it really helps you learn and understand the I made $280 on my first study guide!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.