Jamie Bogner EDG-602 Course Project 04/01/2015 Unit 6/Data Analysis

Framework for Planning Creating the Environment for Learning Setting Objectives and Providing Feedback Reinforcing Effort Recognition Cooperative Learning Helping Students Develop Understanding Cues, Questions, and Advance Organizers Nonlinguistic Representations Summarizing and Note Taking Assigning Homework and Providing Practice Helping Students Extend and Apply Knowledge Identifying Similarities and Differences Generating and Testing Hypotheses See p. 7 in the Introduction of Using Technology with Classroom Instruction that Works.

Nine Categories of Instructional Strategies That Affect Achievement Category Average Effect Size Identifying similarities and differences 1.61 Summarizing and note taking 1.00 Reinforcing effort and providing recognition .80 Homework and practice .77 Nonlinguistic representations .75 Cooperative learning .73 Setting objectives and providing feedback .61 Generating and testing hypotheses Questions, cues, and advance organizers .59 See p. 8 in the Introduction of Using Technology with Classroom Instruction that Works. Marzano, 1998

Springboard Mathematics Curriculum Kenton County has adopted the Springboard Mathematics curriculum. Terms to help with this PPT: Activities with individual lessons, can be either investigative (student led) or guided (teacher led) An Embedded Assessment is intended to evaluate knowledge of concepts and how to apply them in a variety of situations. “Unpacking” an Embedded Assessment requires knowing the skills you need ahead of time, to be successful in future endeavors. At the start of a year, I unpack a suitcase so that students may guess where I’m headed on vacation. We discuss the importance of knowing where you are headed so you can be prepared (i.e., you don’t want to pack a bathing suit and end up snow skiing). At the beginning of each Unit is a Getting Ready section At the end of each lesson is a Check Your Understanding section (CYU)

Summary 6th grade students will develop an understanding of statistical questions resulting in both numerical and categorical data. For numerical data, students will find measures of center and measures of variability. They plot the data, describe the shape and compare distributions. Follow this link to see the Common Core Standards: http://www.corestandards.org/Math/Content/6/SP/

Summary Using Springboard Mathematics Course 1: Students will collect and represent real-world data by participating in the “Take a Snapshot” survey found on https://www.polleverywhere.com/survey/D2zlQZJ-Y Students will “unpack” each Embedded Assessment to identify the skills and knowledge necessary to be successful in Unit 6. The graphic organizer, What are ways you can summarize data graphically? , pulls prior knowledge and also previews what to expect in the future. *Questions, cues and advance organizers

Summary Students will complete Activity 27, Summarizing Data Graphically Activity 28, Measures of Center Photo Story *nonlinguistic representation Group work *cooperative learning Activity 29, Measures of Variability Guided notes *summarizing and note-taking Excel Assignment *homework and practice Embedded Assessment 1, Dribble Shoot Score Embedded Assessment 2, “Take a Snapshot” re. Unit 6 Summative Assessment

How technology extends student learning… (in reference to the italicized * Marzano strategies where I also utilized technology) Questions, cues & advance organizers Nonlinguistic representation Homework & Practice Generating & Testing hypotheses HOTS – making inferences use of mental images to extend knowledge more time interpreting data, then gathering data identifies relationships easier to retrieve info from memory positive correlation with achievement engaging visually appealing cross-curricular appeals to a number of learning styles

Materials and Resources www.PollEverywhere.com Inspiration software Springboard Mathematics Course 1 Excel Program to play audio/video files Chart paper https://www.superteacherworksheets.com/awards/math-award-j.pdf http://www.educationworld.com/tools_templates/template_nohomework.doc

Environment for Learning Procedure Students “unpack” Embedded Assessment on chart paper for visual display in classroom Student-friendly objective(s) for one class period will be recorded on white board, and will be referred to at start and finish. See pp. 17-38 (Chapter 1: Setting Objectives and Providing Feedback) in Using Technology with Classroom Instruction that Works.

Environment for Learning Classroom Culture Clear expectations posted on wall Classroom procedures modeled and practiced Physical arrangement of seats Teacher expectations (i.e., organization,enthusiasm) See pp. 73-87 (Chapter 3: Cooperative Learning) in Using Technology with Classroom Instruction that Works.

Environment for learning Investigative lessons require collaborative strategies:

Environment for Learning Technology does not lend itself well to group work in this instance. Instead, I will assign roles for group work (i.e., number cruncher, graph maker, shape describer, supply getter, time keeper, etc).

Assessment Students will complete Embedded Assessments and a Unit 6 Summative test. Check Your Understanding rubric will be used for assessment and to provide student with feedback. Daily exit slips will be given, and with time permitting, checked immediately. See pp. 38 – 56 in Using Technology with Classroom Instruction that Works.

Reinforcement and Recognition Email Bulletin board recognition Personalized certificates Homework passes “Friday Frenzy” when a certain percentage of the class has mastered a skill or worked hard towards a specific goal See pp. 57-72 in Using Technology with Classroom Instruction that Works.

Developing Understanding Procedure: The Getting Ready section will be used to evaluate students’ readiness for Unit 6. The graphic organizer, What are ways you can summarize data graphically? , pulls prior knowledge and also previews what to expect in the future. See Section 2, pp. 91 – 179 . This section should include strategies and tools from Chapter 4: Cues, Questions, and Advance Organizers, Chapter 5: Nonlinguistic Representation, Chapter 6: Summarizing and Note Taking, Chapter 7: Assigning Homework and Providing Practice in Using Technology with Classroom Instruction that Works.

Developing Understanding Activity 27, Summarizing Data Graphically Statistical questions, categorical and numerical data Types of graphs (i.e., bar chart, dot plot, stem plot) Shapes of distributions “Take a Snapshot” survey https://www.polleverywhere.com/survey/D2zLQZJ-Y See pp. 71 - 164 (Part III: Which Strategies Will Help Students Acquire and Integrate Learning?/Chapter 4: Cues, Questions, and Advance Organizers, Chapter 5: Nonlinguistic Representation, Chapter 6: Summarizing and Note Taking, Chapter 7: Cooperative Learning, and Chapter 8: Reinforcing Effort ) in Using Technology with Classroom Instruction that Works.

Developing Understanding Activity 28, Measures of Center Photo story on mean, median and mode and most appropriate use Mean and outliers, median and mode Summarizing the center of a distribution in collaborative groups with one student creating the appropriate graph, two calculating measures, and one describing the resulting shape. Embedded Assessment 1, Dribble, Shoot, Score See pp. 71 - 164 (Part III: Which Strategies Will Help Students Acquire and Integrate Learning?/Chapter 4: Cues, Questions, and Advance Organizers, Chapter 5: Nonlinguistic Representation, Chapter 6: Summarizing and Note Taking, Chapter 7: Cooperative Learning, and Chapter 8: Reinforcing Effort ) in Using Technology with Classroom Instruction that Works.

Developing Understanding Activity 29, Measures of Variability Guided notes for measures of center versus measures of variability Range, mean absolute deviation, interquartile range Box plots and histograms Excel assignment with student instructions Embedded Assessment 2, “Take a Snapshot” revisited Unit 6 Summative Assessment Recall, each lesson has a Check Your Understanding section for assigning homework and providing practice

Extending and Applying Knowledge Students will create a survey, poll an audience, describe variables of the survey, graph the results and analyze the distribution of the data. During class, students have learned statistical terms that provide the foundation for this line of course-work (vocabulary notebook, Springboard book). This assignment will provide students with the opportunity to retell definitions in their own words and apply them properly. See Section 3, pp. 183 – 219: Chapter 8: Identifying Similarities and Differences and Chapter 9: Generating and Testing Hypotheses in Using Technology with Classroom Instruction that Works.

Extending and Applying Knowledge Procedure: Identify a question of interest. Which type of data would you prefer? Categorical or Numerical? Generate a hypotheses… See Section 3, pp. 183 – 219: Chapter 8: Identifying Similarities and Differences and Chapter 9: Generating and Testing Hypotheses in Using Technology with Classroom Instruction that Works.

Extending and Applying Knowledge Procedure: Poll your audience. Describe your audience. Use the appropriate graph to display your data. Analyze the distribution of your data. Return to your hypothesis. Were you correct? What if… or visit Lions, Tigers and Bears web quest. Fantastic resource!!!