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

2. 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.

3. 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

4. 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)

5. 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:

6. Summary
Using Springboard Mathematics Course 1:
Students will collect and represent real-world data by participating in the “Take a Snapshot” survey found on
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

7. 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

8. 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

9. Materials and Resources
Inspiration software
Springboard Mathematics Course 1
Excel
Program to play audio/video files
Chart paper

10. 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 (Chapter 1: Setting Objectives and Providing Feedback) in Using Technology with Classroom Instruction that Works.

11. 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 (Chapter 3: Cooperative Learning) in Using Technology with Classroom Instruction that Works.

12. Environment for learning
Investigative lessons require collaborative strategies:

13. 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).

14. 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.

15. Reinforcement and Recognition
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 in Using Technology with Classroom Instruction that Works.

16. 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 – 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.

17. 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
See pp (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.

18. 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 (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.

19. 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

20. 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.

21. 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.

22. 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…
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