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To view and print pdf files you will need Acrobat Reader.
To view, edit, and print Word files you will need Microsoft Word.
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Use these templates to work through the generation and selection of hypothesis that you may use to guide your action research. A completed example is attached.
Before you begin step one, brainstorm a list of potential hypotheses, you will need to generate a question or problem statement in response to your review of the internal data in step 1.4. The two guiding questions are:
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- What problems are our children having?
- What in our systems and practices is causing our children to have these problems?
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For example, after studying the ITBS reading and math data for your middle school, your team notices that achievement levels in math drop grade by grade until they are at very low levels in grades 6, 7, and 8. They pick up slightly in grades 9-12. This becomes the problem statement for which your team will focus their action research.
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Step 1: Brainstorm a list of potential hypotheses. |
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Designate your team scribe to record the hypothesis as they are generated. Encourage every team member to contribute hypotheses and respectfully listen to each member's contribution. It is important to list all hypotheses without rejection or editorial comment.
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Step 2: Accept or reject the hypotheses statements. |
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For each hypothesis statement, determine whether it is rejected or accepted as a possibility and indicate the reasons for your decision. The example shows the results of a completed hypothesis process. Throughout this process, the hypotheses are challenged and discussed professionally with evidence and reasoning to dispute or accept.
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We have an increasing number of special education students that pull our scores down. |
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REJECT: Special education enrollments stabilize until grade 6, and then decline through grade 12. |
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Our standards don't match the tests. The tests are just too difficult. |
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REJECT: We looked at test results nationally and in neighboring districts. Our neighboring districts have standards very close (almost identical) to ours and their scores are higher than the national numbers. In addition, we have studied the items and they are compatible with our benchmarks. |
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Our middle school math teachers are not using the accepted "best practices" strategies to teach the current math benchmarks and standards. |
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ACCEPT AS A POSSIBILITY. Although we have offered brain research to all staff, we have not provided in-district time and support for specific content groups of teachers to share their learning with each other. In addition 60% of our middle school math teachers are new to the district and did not participate in the brain research. |
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Our students are apathetic about test taking and do not care about their performance. |
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REJECT. We checked attendance rates and behavior problems and see no real pattern there with math performance. Many of these same students perform well in other subjects. |
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Our middle school math sequence doesn't reinforce key math concepts that are tested. |
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ACCEPT AS A POSSIBILITY. We compared the results of math concepts in the item analysis with a review of the sequence about where we teach and assess these concepts. Some of the concepts are taught and assessed only once in the three grades, others are taught and assessed each year. |
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Step 3: Prioritize hypothesis selection for study. |
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From the list of accepted hypotheses, use the selection matrix to determine which one you will study first.
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Step 4: Write your hypothesis statement. |
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Teaching and assessing key math concepts in grades 6, 7, AND 8 will improve student performance on the Iowa Tests in math.
Note: Portions of the Toolbelt Tutorial, developed by the North Central Regional Educational Laboratory, were used to create this example.
See http://www.ncrel.org/toolbelt/tutor.htm for more information.
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