1 / 27

Analyzing Data Lesson Differentiation: A Critique & Analysis

Trace and critique how your textbook supports statistical problem-solving processes, evaluate differentiation suggestions, and offer alternative options. Address formulating questions, data collection plan, analysis, and interpretation through graphical and numerical methods. Explore strengths and weaknesses in lesson design, clarity of directions, task demands, and classroom community. Provide realistic, grade-appropriate suggestion connections to problem-solving process. Enhance understanding of support tools for data lesson differentiation by articulating barriers students may face and comparing predicted versus actual data outcomes.

rosemarybennett
Download Presentation

Analyzing Data Lesson Differentiation: A Critique & Analysis

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. Teaching All Learners: Making Sense of Supports in a Data Lesson March 27, 2012

  2. Feedback on Homework

  3. Textbook Analysis (due May 8) Directions (syllabus pg. 5) • Trace how your textbook program develops the statistical problem solving process • Critique the lessons in term of the problem solving process – discuss the strengths and weaknesses • Critique the suggestions for differentiation offered in your textbook • Suggest other options for differentiation

  4. Criteria for Grading for Analyzing Critiquing Lessons • Thoroughly address all four areas in your trace and or critique • Formulating a question • Designing a plan to collect appropriate data • Analyzing the data by graphical and numerical methods • Interpreting the analysis

  5. Criteria for Grading for Analyzing Critiquing Differentiation Suggestions • Thorough analysis of what the textbook offers • Critique of strengths and weaknesses incorporates information learned in class • Consider clarity of directions, task demands, classroom community • Suggestions should be realistic, grade level appropriate, and make connections to the problem solving process • Consider descriptions of explicit instruction, focusing the lessons, providing specific examples of support

  6. Learning Intention (Alliance) • WALT: Develop an understanding of supports used to differentiate a data lesson • We will be successful when we can articulate how the supports address particular barriers students may have

  7. Learning Intention (Lesson) • WALT: Compare predictions and actual data. We will be successful when we draw conclusions comparing predicted and actual data

  8. Getting to know your student • As a table group • Read the description • Identify strengths • Identify areas of concern • During the lesson, keep the above in mind

  9. Preview the lesson Can You Catch Up? • Read the lesson Can You Catch Up? from the Navigations 3-5 Book • Identify the task demands • Math Social • Language Organizational • Note particular challenges your assigned student may have with this lesson (including using the worksheet)

  10. One day there were three tomatoes walking down the street, a mama tomato, a daddy tomato and a baby tomato. Babytomato is walking too slowly, so the daddy tomato goes back, steps on him and says:

  11. KETCHUP!!!!!

  12. Experience the lessonCan You Catch Up? • Launch • We are going to have a race • Temperature impacts • We will be conducting an experiment about a race In today’s experiment, we will use what we know about temperature to make predictions • We will gather data and draw conclusions

  13. Task Card 1: Materials • Each table group needs • 1 plastic plate • 1 wedge • 1 marker • 1 ruler • Several napkins

  14. The Experiment: Can You Catch Up? • We will have a race with ketchup packets In a 30 second race, will the temperature of the ketchup affect the length of its flow down a tilted plastic plate?

  15. Task Card #2: Make a Prediction • Predict how far ketchup will flow in 30 seconds if it is Hot (H), Room Temperature (R), or Cold (C) • Draw a spot on your plate that shows your predictions in centimeters for the ketchup if it is Hot (H), Room Temperature (R), or Cold (C) • Record your predictions in centimeters on the chart

  16. Recording Your Prediction

  17. Gathering Actual Data • You will be doing this experiment three times • You will use one packet of Ketchup at a time • Squeeze the ketchup onto the letter for each temperature • Listen for three words • READY: Lift the plate flat • GO: Tilt and plate and lean against the wedge • STOP: Put plate down flat on the table • Measure how far the ketchup went • Record the length on your chart

  18. Task Card #3: Do the Experiment • Get the right ketchup packet • LISTEN for directions • READY • GO • STOP • MEASURE • RECORD actual data

  19. Task Card #3: Do the Experiment • Get the next ketchup packet • LISTEN for directions • READY • GO • STOP • MEASURE • RECORD actual data

  20. Task Card #3: Do the Experiment • Get the final ketchup packet • LISTEN for directions • READY • GO • STOP • MEASURE • RECORD actual data

  21. Task Card #4: Make the Graph • Identify categories • Select a scale • Draw and label axes • Record data for predictions and actual results • Add a title

  22. Drawing Conclusions • Determine the differences between your predictions and the results of your ketchup race. • Did your results support or not support your predictions? • What were some of the factors that may have influenced the results?

  23. What are other questions that students could answer by looking at your bar graph? Question Starters • How much farther.....? • How many more… than …….? • What is the difference between…… and ….?

  24. Summing up Predictions – are estimations based on knowledge. Acutal – specific data that is used to validate a prediction and help to draw conclusions.

  25. Learning Intention (Alliance) • WALT: Develop an understanding of supports used to differentiate a data lesson • We will be successful when we can articulate how the supports address particular barriers students may have

  26. Turn and Talk • Make a list of ways in which the lesson you experienced differed from the written description • Consider your assigned students. Which of the supports modeled would have enhanced his or her learning and why?

  27. Textbook Analysis • Think about the textbook analysis assignment. • How could this experience tonight influence what you look for as you examine the lessons in your program?

More Related