Rose Asera, Ph.D Rethinking Pre-college Math Summer Institute Aug 22, 2012.
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Transcript of Rose Asera, Ph.D Rethinking Pre-college Math Summer Institute Aug 22, 2012.
![Page 1: Rose Asera, Ph.D Rethinking Pre-college Math Summer Institute Aug 22, 2012.](https://reader035.fdocuments.in/reader035/viewer/2022062716/56649e045503460f94af0958/html5/thumbnails/1.jpg)
NAVIGATING BY QUESTIONS
Rose Asera, Ph.DRethinking Pre-college Math Summer Institute Aug 22, 2012
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WHY INQUIRY? Move into a situation with questions: starting
with questions will take you places that starting with answers won’t.
Formal inquiry: an organized form of professional development that involves forming questions, gathering and analyzing data, and acting on and sharing results
Informal inquiry: nurturing your intellectual curiosity and asking questions. Inquiry becomes a habit of mind.
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HOW WOULD YOU DESCRIBE THE CULTURE OF: Your college ?
Your department ?
Your classroom ?
What do you pay attention to in order to describe these cultures ?
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CULTURE: Culture is the connective tissue between formal
changes (policy, structure, content) and individual experiences
Can someone ‘change’ culture? (Can someone ‘culture’ change?)
What are the levers of culture change? How are the characteristics of the culture a resource
to you? an obstacle to you?
What is the relationship of culture change to changing policy/ structure/ individuals?
What are the characteristics of a culture of inquiry?
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CULTURE OF YOUR DEPARTMENT What have you done that has shifted the
culture in your department?
How is the departmental culture communicated to new people or part-time faculty? to students?
What do you do to establish the culture in your classroom?
Has changing instruction changed the way you see students and learning?
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QUESTIONS ABOUT STUDENTS AND STUDENT LEARNING What works /for whom /under what conditions ?
What do you know about your students’ lives, aspirations, & challenges? What strengths do students bring to the classroom?
How does knowing your students affect your teaching?
What does learning look like?
How do students view mathematics?
What is the relationship between the data patterns and your observations in the classroom?
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MAPPING YOUR DEPARTMENT & CAMPUS
Besides colleagues in your department, whose work is affected by changes you are making in developmental math?
Who are your allies? Do you have connections across campus boundaries and silos? Why is this important?
Who needs to be involved in the changes? Who needs to be aware and informed?
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RESOURCES BEGINNING WITH ‘C’
Community & colleagues
Collaboration & conversation
Students as Co-inquirers
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INQUIRING MINDS WHAT ARE YOUR NEXT QUESTIONS?
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WHAT’S FACULTY INQUIRY?
Taking your teaching sensibility-- Intuition Hunches Observations Puzzles Dilemmas Questions
Seriously and systematically pursuing evidence to gain more insight into student learning
& Sharing it
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WHAT DOES INQUIRY LOOK LIKE? Who are my students?
Katie Hern’s students at Chabot College http://www.cfkeep.org/html/stitch.php?s=19612639508781
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WHAT DOES THIS LOOK LIKE: MATHEMATICS What are we teaching?
Jay Cho & Friends at Pasadena City College
http://www.cfkeep.org/html/stitch.php?s=13143081975303&id=87553800444634
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WHAT DOES IT LOOK LIKE? How do we know they are learning?
Laura Graff and friends at College of the Desert
http://www.cfkeep.org/html/stitch.php?s=14832740290866&id=34947815104339
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THE CYCLE OF INQUIRY The cycle of inquiry:
An outcome of inquiry is more inquiry ….
GATHER DATA
ANALYZE DATA
ACTION
MAKE YOUR WORK PUBLIC
SHAPE QUESTI
ON
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SHAPING THE QUESTION
What is?
What’s the problem?
What works? How?
What’s possible?
Why?
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GATHERING DATA & EVIDENCE Campus data– trends, patterns, big
pictures Classroom observations Examples of student work Results of a common assessment Think-alouds Student surveys, interviews and focus
groups Looking outward as well as inward:
evidence from other educational settings (research literature, cases, etc)
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ANALYZING DATA Finding patterns
Quantitative analysis- when are statistics useful?
Qualitative analysis – beyond anecdotes - what are the patterns of response?
Finding outliers: when are outliers worthy of attention?
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ACTION IN THE CLASSROOM
How does what you have learned affect the situation?
What actions do your data indicate?
Are there changes that can be made?
How is inquiry part of implementation? Of ongoing improvement?
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WHY MAKE YOUR WORK PUBLIC?
To reflect and reconstruct the process To critically reexamine data To tell the story To make public and invite conversation To share ongoing questions For others to build on
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WHY COLLABORATIVE INQUIRY?
To gain different perspectives on the problem
In isolation (classroom/office/campus) you can’t see the dimensions or magnitude of the problem
You understand more about your context by seeing other contexts
The problems we are addressing are bigger than any one person “I never think it’s my problem alone”
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STUDENTS AS CO-INQUIRERS
Students bring a new perspective to data
gathering and analysis have access to informal aspects of
other students’ lives can translate across cultures may have tech savvy
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OUTCOMES OF INQUIRY Increased local knowledge of teaching
and learning & common language Greater understanding of students and
their learning process Shared responsibility for student
learning Integration of professional learning in
work responsibilities Analysis to action More inquiry Inquiry becomes a habit or mindset
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A CAUTIONARY NOTE It doesn’t all work
Finding things that don’t work is part of inquiry
Sharing mistakes is part of learning and is very valuable (and not always easy)
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FACULTY INQUIRY IS PART OF THE INQUIRY FAMILY
Teacher as Researcher Faculty Learning Communities Reflective Inquiry Scholarship of Teaching and Learning Faculty Inquiry Groups Formative Evaluation
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FIG RESOURCES SPECChttp://carnegiefoundation.org/previous-work/undergraduate-education
http://www.cfkeep.org/html/stitch.php?s=2814408673732&id=94404660812025
Faculty Inquiry Network http://facultyinquiry.net/
Contact: [email protected]