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SoTL Meets Savory (2007)

+. SoTL Meets Savory (2007). Chapter 5: Overcoming Challenges with Data Collection. High School Mathematics from an Advanced Standpoint. A 10-week course for pre-service and in-service mathematics teachers 4 th year / graduate students; class meeting 2.5 hours once a week

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SoTL Meets Savory (2007)

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  1. + SoTL Meets Savory (2007) Chapter 5: Overcoming Challenges with Data Collection

  2. High School Mathematics from an Advanced Standpoint • A 10-week course for pre-service and in-service mathematics teachers • 4th year / graduate students; class meeting 2.5 hours once a week • Meet the teacher: Gordon Woodward – 2nd time teaching the course • Goal: students’ improved ability to effectively and accurately use mathematical discourse

  3. The Game Plan

  4. …Next Time! Gordon’s course design, pedagogical strategies and resulting collection and assessment of data (for the support of his hypothesis) could have benefited from the following:

  5. What do you think? • “The level of proof required [for a hypothesis] is highly dependent on what you intend to do with your classroom inquiry work” (p. 92) What would you like to add to this statement? • If we don’t know exactly what we intend to do with our classroom inquiry (or our SoTL), then …?

  6. Conclusions • Gordon: “But I didn’t prove my hypothesis!” • Savory: “That’s okay! You learned, anyway!” • Pose a question about a (non-threatening) “teaching problem” in a course you are currently teaching. • Ask yourself WHY this problem is so important, and what you seek to accomplish by answering it! 3. Attempt to answer it via SoTL. 4. Cycle the results back into the course the next time you teach it! 5. Keep going.

  7. Reference • Savory, P., Burnett, A. N., and Goodburn, A. 2007. Inquiry into the College Classroom: A Journey toward Scholarly Teaching. Jossey-Bass.

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