Session 2: Defining an Inquiry Hypothesis: “What Question Do You Want to Explore?”
What puzzling or burning question do you have about your class? With an identified issue of your classroom to explore, the next step is to design an inquiry hypothesis. The statement that “a question well stated is a question half answered” is quite fitting because it is much easier to develop and test a hypothesis when it is framed as a question.
In this session we will help you develop a well-defined inquiry hypothesis that is clear and concrete and provides direction to your inquiry project.
* This is part of the series from the project of Amy Woods, University of Illinois 2013-2014 Distinguished Teacher-Scholar: “Inquiry into the University Classroom: A Journey toward Scholarly Teaching”
When asked, we can tell you when a specific strategy or assignment worked well or didn’t and perhaps, to a lesser degree, when a particular concept was not well understood by our students. But if asked to explain why, how many of us can really explain the reasons for those successful and not as successful moments?
In this series we will design and implement a structured examination of the teaching and learning in our courses. Specifically, we will address a unique problem or issue and then develop a process to test our inquiry question. The results of our inquiry should lead to more reflective, purposeful teaching and enhanced student learning.
Learning Community Discussions and Work Session
Please mark these sessions on your calendar
1. Sept. 25th - Introduction to Scholarly Teaching and Classroom Action Research: “Asking Questions about Your Teaching is a Good Thing”
2. Oct. 9th - Defining an Inquiry Hypothesis: “What Question Do You Want to Explore?”
3. Oct. 23rd - Developing an Investigative Plan: “What Are the Steps in Your Study?"
4. Nov. 6th- Using Quantitative and/or Qualitative Data: “Where Can You Find Key Data?”
5. Nov. 13th - The Ethical and Legal Aspects of CAR: “How to Obtain Institutional Approval and Student Consent”