1 / 12

Learning to Make Inferences:

Learning to Make Inferences:. Connecting Quantitative Literacy and Language Arts for Math and English Preservice Teachers. Embedded quantitative literacy (QL) in English and mathematics methods courses. QL as an assessment tool Collaborative project integrating QL and Language Arts (LA).

kathyerickson
Download Presentation

Learning to Make Inferences:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning to Make Inferences: Connecting Quantitative Literacy and Language Arts for Math and English Preservice Teachers Beth Buyserie & Kimberly Vincent, Washington State University

  2. Embedded quantitative literacy (QL) in English and mathematics methods courses • QL as an assessment tool • Collaborative project integrating QL and Language Arts (LA)

  3. QL as an Assessment Tool • Common Projects • Collected Reading Rates using same articles • Discussed the “math” and interpreted the data • Made inferences as to the cause of variances • Classes meet together: • Fit trendlines to Reading Rates • Discussed how the information could be used • Made inferences on interventions

  4. Studied Inference • Both classes completed the following tasks: • Read “Learning to Make an Inference” (Beers 2003) • Completed statistics activities • Discussed making inferences from statistical data versus interpreting statistical data

  5. Collaborative Interdisciplinary Project • Part I: Created a 1-page rationale for parents • Part II: Designed a collaborative QL/LA project • Part III: Chose a section of their project and completed it as a group • Part IV: Articulated what each teacher would be responsible for teaching

  6. Two Sample Projects • Huck Finn Project • Gang Story Project

  7. Rubric for Interdisciplinary Project • Two areas of emphasis for assessment, quality of: • Evidence of the application of interpretation and inference to help develop critical thinking • Integration of LA/QL

  8. Grade Summary • 4 As • Exemplary and ample evidence of …interpretation and inference… • Authentic and well-balanced integration • 5 Bs • Evidence in either category • 1 C • Little evidence in either category

  9. Improvements • More: • Attention to differences between interpretation and inference • Time to complete project • Time to distinguish between math and QL • Attention to grouping • Emphasis on integration of LA/QL

  10. English Students QL has purpose Important to help students make inferences Willing to try to use QL Math Students Reading ability impacts math performance LA is one tool to tie math to students’ interests Most understood difference between math and QL Benefits

  11. Contact • English • Beth Buyserie • buyserie@mail.wsu.edu • Mathematics • Kimberly Vincent • vincent@math.wsu.edu

  12. References • Beers, K. (2003). Learning to Make an Inference. In When Kids Can’t Read: What Teachers Can Do. Heinemann: Portsmouth, NH. pp 61-72. • Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum. pp 52-67. • What Kids Can Do, Inc (Oct. 2004). Students as Allies in Improving Their Schools: A Report on a Work in Process. www.whatkidscando.org

More Related