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<p class="MsoNormal"><span style="font-size:12.0pt">Hello,<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt">I have a small group of SD students located in a (relatively) county area of Kooweerup. Whilst most of the students have valid ideas for their SAT, they are really struggling with the concept of gathering
meaningful data from a real life situation. Most live in isolated areas and do not regularly interact with people who they can form a professional(?) relationship with. I have read with interest the notes from Lisa Keretes (thank you Lisa) posted after her
holiday meeting and will go back to my students with these suggestions, but I feel that this part of the SAT is placing a lot of unnecessary stress on my students. I understand that the first part of the SAT can be marked/corrected prior to moving towards
the second part, with corrections/suggestions by the teacher given out so as not to unduly penalise students for a poor start, but how can a teacher make up for poor data collection without making it up?<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt">How are other teachers coping with this situation?<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt">Thanks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt">Mike Cope<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt">Kooweerup Secondary College<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt"><o:p> </o:p></span></p>
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