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Week 10 Data


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Week 10 Data

  1. 1. WEEK 10 Data Collection and Analysis
  2. 2. Unit 2 Types of Tools <ul><li>Productivity </li></ul><ul><li>Content Exploration </li></ul><ul><li>Communication </li></ul><ul><li>Production </li></ul><ul><li>Data Collection/Analysis </li></ul>
  3. 3. Reminder <ul><li>Unit Test 2 </li></ul><ul><ul><li>Next week during lab </li></ul></ul><ul><li>To review, see podcast </li></ul><ul><ul><li>Available on w200 website (Tonight) </li></ul></ul><ul><ul><li>or iTunes podcast (available via OnCourse) </li></ul></ul>
  4. 4. Lecture Overview <ul><li>Introduction to production </li></ul><ul><ul><li>Definition of data collection/analysis tools </li></ul></ul><ul><ul><li>Data collection/analysis task teacher examples </li></ul></ul><ul><ul><li>Types of data collection/analysis tools </li></ul></ul><ul><ul><li>Examples of data collection and analysis </li></ul></ul><ul><li>GRADE </li></ul><ul><ul><li>M&Ms </li></ul></ul>
  5. 5. Definition of Data Collection/Analysis Tools <ul><li>Form of learning whereby students use technology to gather information and/or synthesize information </li></ul>
  6. 6. Data Collection/Analysis Task Teacher Examples <ul><li>Electronic gradebooks </li></ul><ul><li>Student management systems </li></ul><ul><li>Online and computer-based testing systems </li></ul><ul><li>Student response systems </li></ul>
  7. 7. Track and Analyze Classroom Data
  8. 8. Collect and Analyze Parent/Student Information
  9. 9. Types of Data Collection/Analysis Tools <ul><li>Spreadsheet tools </li></ul><ul><ul><li>organize, input, edit, and chart data, and produce reports for any task that deals with numbers </li></ul></ul><ul><ul><li>Examples </li></ul></ul><ul><ul><ul><li>formulas and functions </li></ul></ul></ul><ul><ul><ul><li>what-if analysis </li></ul></ul></ul><ul><ul><ul><li>charts and graphs </li></ul></ul></ul><ul><ul><ul><li>templates and macros </li></ul></ul></ul><ul><li>Database management tools </li></ul><ul><ul><li>Create customized records to contain data, retrieve targeted records, update and edit information, and organize clear and accurate reports. </li></ul></ul><ul><ul><li>Examples </li></ul></ul><ul><ul><ul><li>Sort data or query database </li></ul></ul></ul><ul><ul><ul><li>Collecting data online (see Canada website) </li></ul></ul></ul><ul><ul><ul><li>Recording interviews </li></ul></ul></ul>
  10. 10. Specific Tools for Data Collection/Analysis Tasks <ul><li>Microsoft Excel </li></ul><ul><li>Google Spreadsheets </li></ul><ul><li>Inspirdata </li></ul><ul><li>Timeliner </li></ul><ul><li> Calc </li></ul><ul><li>Num Sum </li></ul><ul><li>Edit Grid </li></ul>
  11. 11. Google Spreadsheets
  12. 12. Inspirdata
  13. 13. Science Example
  14. 14. Math Example
  15. 15. Social Studies Example
  16. 16. Timeliner
  17. 17. USA Today
  18. 18. Collecting Data Online
  19. 19. Fear of Physics
  20. 20. Full Curriculum Integration
  21. 21. Physical Health and Nutrition
  22. 22. Design Your Own Room
  23. 23. Acid Rain
  24. 24. Bird Feeder Project
  25. 25. Example 1 <ul><li>“ My Dream Room” by Julie A. Mater gave students the opportunity to “decorate your own room ANY WAY YOU WANTED TO.” Her seventh-grade students were told they had $2500 to budget and spend. A supply of shopping catalogs with furniture, bedding, decorative items, and the like were given the students to browse through. Ms. Mater instructed the students in the sequence of steps to complete the spreadsheet by covering what was purchased, the catalog number, color and/or size of item, and the cost. Each spreadsheet was given a title and the student’s name was put on it. At the bottom of the spreadsheet, the total expenditures were recorded. </li></ul><ul><li>Mater, Julie A. My Dream Room. Retrieved July 15, 2002 from </li></ul>
  26. 26. Example 2 <ul><li>Baseball fascinates all ages, especially middle graders and high school students. Tapping into this ready-made interest, you can build a powerful tool for teaching spreadsheets and the math skills of solving equations, applying and understanding percentages and how they are calculated, and setting up a spreadsheet to do columnar calculations. PBS Teacher Source shows you how a spreadsheet and baseball work together to teach math. In their activity Batting Averages and More (Grade Level 7-10), students are provided data for 11 of the greatest hitters: player, games, at bats, hits, batting average, runs batted in, and homeruns. The students create a spreadsheet using this data. There are seven math problems for them to use the spreadsheet to solve. A PDF file containing a student activity and answers is included. </li></ul>
  27. 27. Data Example1 <ul><li>Every second an acre of forest is obliterated. This startling fact is only one of many that reveal how man is endangering the survival of the Earth, “the birthplace of our species and, so far as we know, our only home,” as the late astronomer, Carl Sagan, so poignantly pointed out (1997). As a step toward alerting young people to one of the many destructive practices humanity has undertaken that threaten the continued existence of life, the greenhouse effect, children at the Russell Elementary School in Shelby, Ohio, under the guidance of The Ohio State University and with the cooperation of Apple Computer, Inc., have carried out a project to preserve the wetlands bordering a local reservoir. They have built a database to “index plants’ features, origin, and use.” Through access to this database and the implementation of other projects aimed at nurturing the wetlands, they have made available to the public information about the vital role these wetland plants play in the chain responsible for removing CO2 from the atmosphere and, as a result, to decrease the present CO2 mixing ratio of 350 parts per million, the highest it has ever been since the origin of mankind. </li></ul>
  28. 28. Data Example 2 <ul><li>To accommodate the fastest growing minority group in the United States, the Hispanics, Carlos J. Diaz, a high school social studies teacher at Miami High School, Miami, Florida, has created a bilingual database located on a Web site. Its purpose is to help Spanish-speaking students, their families, and others find sources of information for academic work for which all routes are presently in English-only text. Not only is the database available for research purposes, but lesson plans are also offered for teachers. </li></ul>
  29. 29. Data Example 3 <ul><li>What about the special needs students? Boardmaker has a graphics database with over 3000 picture communication symbols in bitmapped clip art form. This adaptive software makes it possible for verbally-challenged users to communicate with pictures. The database comes with an explanatory videotape. Special needs teachers and teachers in inclusion classrooms can assign research and other “writing” projects that can be fulfilled by means of pictorial images. </li></ul>
  30. 30. <ul><li>MEASURING M&MS </li></ul>GRADE & review
  31. 31. <ul><li>AS WELL AS ANY OTHERS WHO WOULD RATHER DO THIS ONE… </li></ul>For Elementary
  32. 32. GRADE Case <ul><li>Mrs. Geiger teaches 4th grade </li></ul><ul><li>Typically has students graph Halloween candy </li></ul><ul><li>Teaches volume by having them fill up a box full of cubes </li></ul><ul><li>Thinks she can combine these – integrating candy into both activities (graph & volume) </li></ul>
  33. 33. <ul><li>AS WELL AS ANY OTHERS WHO WOULD RATHER DO THIS ONE… </li></ul>For Secondary
  34. 34. GRADE Case <ul><li>Mrs. Geiger teaches 12th grade </li></ul><ul><li>Typically has students compute the volume of </li></ul><ul><li>xxxxxxxxx </li></ul>
  35. 35. M&Ms <ul><li>Before opening any bag of candy, take a guess about the colors you expect to find. Ask yourself: </li></ul><ul><ul><li>Do bags of equal weight have an identical number of candies? </li></ul></ul><ul><ul><li>Are all colors represented equally, or are some more popular than others? </li></ul></ul><ul><ul><li>Does color distribution remain constant, no matter how small or large the bag? </li></ul></ul><ul><ul><li>Do different types of candies have different amounts in the same size bag? </li></ul></ul>
  36. 36. G: Goal <ul><li>Objective: </li></ul><ul><ul><li>Given a bag of M&Ms, the students will be able to estimate the number of candies in the bag and analyze the differences between candies with different volumes. In the analysis, students will present their reasons for these differences by documenting these in an experiment and graphing. </li></ul></ul><ul><li>Standard(s): </li></ul><ul><ul><li>Math 4.5.5 Estimate and calculate the area of rectangular shapes using appropriate units, such as square centimeter (cm 2 ), square meter (m 2 ), square inch (in 2 ), or square yard (yd 2 ). </li></ul></ul><ul><ul><li>Math 4.5.6 Understand that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas. </li></ul></ul><ul><ul><li>Math 4.5.8 Use volume and capacity as different ways of measuring the space inside a shape. </li></ul></ul><ul><ul><li>Math 4.6.1 Represent data on a number line and in tables, including frequency tables. </li></ul></ul><ul><ul><li>Math 4.6.2 Interpret data graphs to answer questions about a situation. </li></ul></ul>
  37. 37. R: Requirements <ul><li>What do your students need in a resource or tool? </li></ul><ul><li>Grouping </li></ul><ul><ul><li>Groups (but collaboration or cooperation are possibilities) </li></ul></ul><ul><ul><li>Classroom and computer lab </li></ul></ul><ul><li>Time </li></ul><ul><ul><li>30 minutes in computer lab </li></ul></ul><ul><ul><li>Home </li></ul></ul><ul><ul><ul><li>outside </li></ul></ul></ul><ul><ul><li>Classroom </li></ul></ul><ul><ul><ul><li>Outside </li></ul></ul></ul><ul><ul><ul><li>1 computer (for group work) </li></ul></ul></ul><ul><li>Resources (environment) </li></ul><ul><ul><li>Computer lab </li></ul></ul><ul><ul><ul><li>20 student computers, Internet access </li></ul></ul></ul><ul><ul><li>Classroom </li></ul></ul><ul><ul><ul><li>1 computer </li></ul></ul></ul><ul><ul><ul><li>Rulers </li></ul></ul></ul><ul><ul><ul><li>Papers </li></ul></ul></ul><ul><ul><ul><li>Pencils </li></ul></ul></ul><ul><ul><ul><li>M&Ms </li></ul></ul></ul><ul><li>Media </li></ul><ul><ul><li>Images (charts/graphs) </li></ul></ul>
  38. 38. A: Availability <ul><li>Data collection/analysis tools </li></ul><ul><li>Production tools </li></ul><ul><li>Communication tools </li></ul><ul><li>Content exploration tools </li></ul><ul><li>Productivity tools </li></ul>
  39. 39. Data Collection/Analysis Tools Definition <ul><li>Form of learning whereby students use technology to gather information and/or synthesize information </li></ul>
  40. 40. <ul><li>WHAT DATA COLLECTION/ANALYSIS TOOL WOULD YOU USE? </li></ul><ul><li>WHY? </li></ul>Lecture Worksheet #1 Group
  41. 41. Data Collection/Analysis Ideas <ul><li>Microsoft Excel </li></ul><ul><li>Google Spreadsheets </li></ul><ul><li>Inspirdata </li></ul><ul><li> Calc </li></ul><ul><li>Num Sum </li></ul><ul><li>Edit Grid </li></ul><ul><li>GO Motion! Go Temperature! </li></ul><ul><li>Graphing calculator </li></ul>
  42. 42. Production Definition <ul><li>Form of learning whereby students create a product or concrete artifact that is the focus of learning </li></ul>
  43. 43. <ul><li>WHAT PRODUCTION TOOL WOULD YOU USE? </li></ul><ul><li>WHY? </li></ul>Lecture Worksheet #2 Group
  44. 44. Production Ideas <ul><li>Creating a new package </li></ul><ul><li>Figuring out a new M&M (or trying minis or premium) </li></ul>
  45. 45. Communication Definition <ul><li>Conveyance of information either one-way or through an exchange with two or more partners </li></ul><ul><ul><li>Collaboration, social interaction where participants must plan and accomplish something together </li></ul></ul><ul><ul><li>Cooperation – students have separate roles in a structured task and pool their data to a specific end </li></ul></ul>
  46. 46. <ul><li>WHAT COMMUNICATION TOOLS COULD BE USED? DESCRIBE. </li></ul>Lecture Worksheet #3
  47. 47. Content Exploration Definition <ul><li>Allows students to engage in specific content material (to review knowledge, apply knowledge, or explore new knowledge) </li></ul>
  48. 48. Lecture Worksheet #4 <ul><li>WHAT CONTENT EXPLORATION TOOLS SHOULD YOU USE? </li></ul>
  49. 49. Productivity Definition <ul><li>Maximize or extend a students’ ability to create products and to solve problems </li></ul>
  50. 50. <ul><li>WHAT ARE SOME PRODUCTIVITY TOOLS THAT MIGHT BE USEFUL? </li></ul>Lecture Worksheet #5
  51. 51. <ul><li>DECISION: </li></ul><ul><li>WHICH OF THE TOOLS YOU IDENTIFIED SHOULD BE USED? HOW SHOULD THESE TOOLS BE USED? (PROVIDE A BRIEF DESCRIPTION OF THE ACTIVITY) </li></ul><ul><li>EXPLAIN DECISION: </li></ul><ul><li>HOW DOES THE TOOL YOU CHOSE ADDRESS… </li></ul><ul><ul><li>Efficiency </li></ul></ul><ul><ul><li>Effectiveness </li></ul></ul><ul><ul><li>Enhancement </li></ul></ul><ul><ul><li>Objective </li></ul></ul>Lecture Worksheet #6
  52. 52. Unit 2 FINISHED <ul><li>Productivity </li></ul><ul><li>Content Exploration </li></ul><ul><li>Communication </li></ul><ul><li>Production </li></ul><ul><li>Data Collection/Analysis </li></ul>
  53. 53. NEXT WEEK Unit 3 <ul><li>Assessment (Unit 2 Test) </li></ul><ul><li>Administration </li></ul><ul><li>Issues </li></ul><ul><li>Classroom Management </li></ul>