- Assessment As Inquiry, Jan 1997

Illustrates the “hypothesis-test” teaching approach with one kindergarten student. Notes that it was the author’s stepping back to watch for multiple interpretations of her observations of Jaime’s behavior that gave Jaime space to think, to use his voice to make connections, and to grow.

Describes how a teacher used the “hypothesis-test” (HT) approach with a first grader for a school year to examine up close the process of a child learning to read. Describes how the teacher saw what was happening as the children read and then brought that to the rest of the class so everyone could learn from each other.

Describes how a teacher used the “hypothesis-test” (HT) approach with a second grader. What she learned in the process, and how she changed her instruction, helped the student to improve her skills and enjoy reading and writing.

Illustrates how a Title I teacher relinquished control and simply observed a student using the “hypothesis-test” (HT) approach. Describes the changes the approach made to the author’s professional and personal life.

Describes how a reading teacher used the “hypothesis-test” (HT) approach with an 8-year-old boy. The teacher struggled with converting from making the child fit the solution to making the solution fit the child

Relates how learning the “hypothesis-test” (HT) approach renewed the author’s sense of learning. Learning became meaningful, purposeful, continuous, incidental, collaborative, vicarious, and free of risk.

Describes how a teacher used the “hypothesis-test” approach in elementary and junior high classrooms, teaching alone or team teaching, to be proactive about students needs instead of reactive to their disruptions or silence, to help kids who need it before they cry out, and to introduce them to the sweet taste of success before they encounter failure again.

Describes how a first-grade teacher used the “hypothesis-test” approach with Devin, a first grader who struggled as a reader and writer. Points out that, when she started working with Devin, she wanted to understand his difficulties, but by the end, she realized that it was her curriculum, not his difficulties, that needed to be in the foreground.

Describes how a Title 1 lead teacher used the “hypothesis-test” approach with Joshua, a fifth-grade student from a “ravaged background” who was about two years behind in academic performance. Shows how, pursuing his inquiry, Joshua eventually became a strategic reader and a confident engaged learner. Notes that Joshua’s turning point was also the author’s turning point as a teacher.