Presentation on theme: "Spread the sheet of your mind An innovative statistic’s unit focused on ICT integration, inquiry learning and high order thinking."— Presentation transcript:
Spread the sheet of your mind An innovative statistic’s unit focused on ICT integration, inquiry learning and high order thinking
Contents of presentation Context of learning Educational relevance Curriculum links - unit plan - lesson sequence overview Link to Teacher resources - focus lesson plan - worksheets instructions/survey/evaluation Link to student’s work samples Student evaluation summary Teacher reflections forward projections
Context of Learning Who - Year 5 and 6 students (borrowed class) Where - Te Akau ki Papamoa School, Bay of Plenty What - an innovative statistics investigation using spreadsheets Why - to introduce students to spreadsheets as a thinking and learning tool How - through demonstration and independent inquiry students were involved in ‘leading their own learning’ the philosophy of the school. They investigated a topic that would benefit the classroom learning environment and advocate change.
Educational Relevance? Using the tool of the mind High order thinking Learning styles and strengths Spreadsheets are mind tools that assist students to analyse and organise what they know and what they are learning (Jonassen, 1998). They develop high order thinking and cater to a variety of learning styles and intelligences. Click on the links below for further information on the educational value of spreadsheets. Continue
High order thinking skills Back applying previous knowledge in the graphing environment to make sense of and gain deeper understanding of information, make predictions and apply these to further learning and knowledge analysing information, trends, patterns, implications evaluating results, asking questions and reflecting on results, making decisions and justifying them creating solutions, synthesizing and communicating information in creative ways High Order thinking skills - Blooms revised taxonomy (Atherton, 2005) Students are engaged in the skills of...
Learning styles and strengths Spreadsheets graphically represent information catering to visual spatial learners This unit has a strong interpersonal slant as students think about and share their ideas on classroom issues and ideas Logic is inherent in the use of spreadsheets which assists learners with a strong logical preference to experience success and satisfaction. Back
Curriculum Links Achievement objectives Statistics gathering, sorting, and displaying whole-number data to answer questions identifying patterns and trends in context, within and between data sets communicating findings, using data displays. evaluate the effectiveness of different displays in representing the findings of a statistical investigation undertaken by others Technology Investigate a context to develop ideas for potential outcomes Key competencies Thinking Making sense of information making decisions and constructing knowledge asking questions and reflecting on learning. Using symbols, language and texts representing and communicating information interpreting and using numbers and technologies using ICT to provide information and to communicate with others. Managing Self establish personal goals, make plans, manage projects, and set high standards. Continue
Curriculum Links continued Valuesinnovation, inquiry and curiosity Resources Print Resources Pre - survey lets get graphing template Instruction sheet Question prompts for evaluation of information Student evaluation template Technology resources 10 apple mac laptops Data Projector Numbers (apple works program) Continue
Focus lesson context Click mouse to view lesson sequence and outline Lesson One - Setting the statistics scene Lesson one looked at an immersion in the investigation context with the aim of creating a meaningful and authentic context through which to introduce the purpose of a statistical investigation whilst integrating a current technology unit. The questions... What is a statistical investigation? Why do we do it? Lesson Two - Setting the classroom scene This next lesson took the school wide focus back into the classroom. They needed to apply the understanding gained from the technology unit to think of a statistical investigation that would have an impact on the classroom learning environment. Students discussed what they wanted to investigate and developed a question. Lesson Three - Acquiring the information Surveys After looking at a variety of survey approaches students developed a survey in order to acquire the relevant information. They practiced questioning skills and wrote out survey questions. Lesson Four - Acquiring the information Tally Charts The next step was to create a tally chart in which to record the results of their survey. Lesson Five - Types of Graphs This lesson briefly introduced different types of graphs and how they presented different types of information. Continue
Focus lesson WALT 1.identify cells, rows and columns in a spreadsheet program 2. insert data into a spreadsheet and transfer to a visual graph 3. analyse data in order to answer questions 4.create statements that demonstrate an understanding of the implications of information communicated Success Criteria - I can name cells, rows and columns -I can insert data correctly -I can select an appropriate graph to communicate the results -I can answer questions about the information -I can write a statement showing I understand my information Focus lesson - Using the information Continue
Teacher resources Written report, focus lesson plan and all other resources can be downloaded from the following Wikispace’s address… http://spreadthemindsheet.wikispaces.com/Teacher+ and+Student+resources+704+assignment+one Continue
Student examples and assessment The following student samples have been chosen to show the differing levels of skill demonstrated and learning intentions reached. Click on the links to see each sample. Then click the mouse to view the sequenced comments for each. A full class assessment of student progress can be found at http://spreadthemin dsheet.wikispaces. com/Teacher+and+ Student+resources +704+assignment+ onehttp://spreadthemin dsheet.wikispaces. com/Teacher+and+ Student+resources +704+assignment+ one. The document is named ‘statistics assessment’. Example One ExampleTwo ExampleThree Continue
Example One Shows evidence that students can insert data and transfer to a visual graph Their Statement Our classroom has people from lots of countries. Most students were born in New Zealand and the next country is Scottland. We recommend that we learn more about the other countries people are from. Students do not say why this is an appropriate graph only commenting that they do not know how to do another one. Their statement shows they understand their information but not in any great depth. To extend their learning, further probe questions could be asked concerning what types of things would be most useful to the classroom to learn about the other countries and why? What are the implications of a Multi-cultural classroom? Back
Example Two Shows evidence that students can insert data and transfer to a visual graph Their statement The favourite pet to make the class calm is a rabbit. There are three second favourites, dogs, cats and birds. The least calm pet was the cow. This is probably because it would take up to much room and smell. We recommend that whanau 19 get a rabbit in the classroom as it will help us learn better and stop us being silly. Have justified choice of an appropriate graph. It is easy to read, it worked tor the information The statement shows that they have understood what their information is telling them. It is also interesting that they have given reasons why the cow would be the least calm. It would be interesting for this group to continue with this survey of the most popular and see if they can investigate reasons why. Back
Example Three Shows evidence that students can insert data and transfer to a visual graph The language most students want to learn is French. The second most popular is Spanish and the third Maori. Our graph shows that our classroom likes leanring languages. We recommend that different languages are used in the classroom like naming different things in French and the teacher could speak French to us as well. The students have clearly understood their information and leveled the languages based on this. Their recommendation shows that they understand the information and the implications of it for the classroom. The recommendation is good but could still show more depth in terms of recommending learning activities and experiences. Such as inviting in someone to teach them some French.. A clear justification for their choice of graph with examples saying “we think it will be useful to present this data because its easier to read....its easy to see which is the most popular”. Back
Student Evaluation Each group of students was asked to give feedback on the lesson in the format of a PMI evaluation. The results of the PMI were analysed and grouped according to the main themes that occurred. Click on the links to view the graphed results. Positive Aspects Negative Aspects Continue
Positive feedback This pie graph shows that the majority of the groups found the experience a positive one in terms of using a spreadsheet to create a graph. This is encouraging as one of the learning outcomes was to insert data and transfer to a visual graph. The evaluation shows that the majority of students were enjoying the graphing aspect of their learning. 2 Groups found choosing colour and fonts a positive aspect as well. Back
Negative feedback Many of the students commented on highlighting and placing their graph in the right place. I have grouped this under the heading of motor skills. It was interesting to see how important basic computer skills of holding down the mouse pad button, highlighting and selecting and moving items around the screen are as a foundation to further ICT skills. The second interesting point was that of group dynamics effecting the enjoyment of the lesson for some students. Two groups had issues with this which is reflected in the evaluation data. Back
Reflective Analysis Reflection on Learning Intentions Difficulties and Interesting aspects Changes and adaptations Click on the links to view reflective comments
Reflection on learning intentions 1. identify cells, rows and columns in a spreadsheet program Click on each learning intention to view comments 2. insert data into a spreadsheet and transfer to a visual graph 3. analyse data in order to answer questions 4. create statements that demonstrate an understanding of the implications of information communicated Back
Learning Intention one NB survey question can be found at… http://spreadthemindsheet.wikispaces.com/http://spreadthemindsheet.wikispaces.com/ Teacher+and+Student+resources+704+assignment+one Pre test Post test Back This learning intention was assessed by referring to the pre and post survey results conducted with students. The below graph indicates the massive growth in learning that occurred around spreadsheets, their parts and their purpose. There was 100 percent improvement on question 3 - what are spreadsheets and question 4 - naming the parts of a spreadsheet. 1. identify cells, rows and columns in a spreadsheet program
Learning Intention Two Back 2. insert data into a spreadsheet and transfer to a visual graph The student examples and accompanying assessment comments, exemplify student attainment of this aim. However it was during this aspect of the lesson that the most difficulties arose as students struggled with some of the basic computer mechanisms required. This was also apparent in the student evaluation. It became evident that more exposure to spreadsheets is needed to develop confidence before students begin to experiment with different types of data sets and comparative data. In saying this however all student groups managed the task and successfully created a graph to represent their information.
Learning Intention three Back This was the part of the task that required more high order thinking. It required questioning skill and inference. It was a successful activity to get students to pose their own questions about their data for other students to answer as it got them really thinking about what information could be gained from looking at their graphs. This is where the use of a spreadsheet really helped students to interpret and understand their data. They could visually see what categories were the most popular and least popular. Additionally the questions helped to guide their recommendations and acted as a scaffold of learning. 3. analyse data in order to answer questions
Learning Intention four Back In general I feel that this learning intention is one that needs more consolidation in order for students to really grasp the implications of the information they are investigating. More in depth thinking could take place around the data and how their results could be used to impact the classroom learning environment. This would require more time for discussion and evaluation. This aspect of time will be further discussed in the section on suggested adaptions. Another helpful addition for this aspect of the learning activity would be a writing scaffold/template to assist the less confident writers. 4. create statements that demonstrate an understanding of the implications of information communicated
Difficult and interesting aspects Lack of basic keyboard and motor skills All groups had difficulty highlighting their information. Some groups found that they were moving their information around without meaning to. Students would have benefited from more time to learn how to navigate their way around the program and how to carry out the basic functions required. Social and cooperative group skills Although this was not one of the key competencies focused on, it was certainly a difficulty that hindered two groups progress. Problem solving through this difficulty became another learning journey for the students involved. Difficulties encountered Continue
Difficult and interesting aspects An interesting aspect that arose during this lesson is the lack of knowledge evident, in some students, of the parts of a graph. They had looked at different types of graphs in detail in previous lessons yet a few students did not know what the axis were or how they could be labeled. I have recommended to the classroom teacher that further teaching will need to take place on this crucial aspect of presenting visual graphs. Interesting observation Back
Suggested Adaptations Mishra and Koehler, (2008) recommend using a TPACK model (technological, pedagogical and content knowledge) when planning for integrating ICT into lessons. In this case both my own observations and student evaluation indicated that students lacked some basic technological skills. Based on this, an adaptation I would make next time is to ensure that time was set aside for a lesson just on navigation, highlighting etc. This will ensure that students had these skills in place to build on and ensure that they can meet the set learning intentions more easily. Continue Teaching of basic skills prior to lesson Provide more time Sherman and Kurshan state that time and carefully planned experiences are necessary for broad and deep understanding (2005. p13). In heeding this advice, when implementing this unit/lesson again more time will need to be given to ensure that high order thinking is consolidated. A follow up lesson is planned to ensure that students extend their thinking in relation to their statements and have more time to ponder the implications of their results and required action..
Suggested Adaptations To ensure that the difficulty of group dynamics that arose is prevented I would include an outline of expectations with a focus on the relevant cooperative skills such as turn taking, roles and responsibilities. It is important that students understand they are working towards a common goal (Rate, 2002). Social and cooperative guidelines will be clearly stated at the beginning of lesson. Continue Social and cooperative guidelines Writing scaffold Lastly a writing scaffold would be included to ensure that learning is supported for those that struggled with their recommendation. This would help to differentiate the lesson according to students ability and will assist the lower ability students justify and make conclusions, synthesize and communicate their thoughts.
Conclusion Continue In conclusion the lesson was successful in developing students understanding of statistical investigations, their purpose, and how information gained can be useful to advocate change. As students analysed, discussed, selected and justified their information, they developed high order thinking skills and information inquiry skills necessary for an increasingly technological world. By using an ICT based spreadsheet program the lesson served to expand the students vision of what technology can achieve (Sulla, 1999). Through assessment, evaluation and reflection adaptations have been recommended to improve and encourage further learning. I am sure that this is just the beginning of spreadsheet integration in Whanau 19.
References Atherton, J. (2005). Learning and Teaching: Bloom's taxonomy [On-line] UK: Retrieved from the World Wide Web 18 May, 2009 from http://www.learningandteaching.info/learning/bloomtax.htm Mishra, P., & Koehler, M.J. (2008) Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008 Michigan State University Rate, N. (2002). Computers, children and clip art. Computers in New Zealand Schools, 14(2), 31-35. Rogers, A. (2000). The Failure and the Promise of Technology in Education retrieved 25 August, 2009 from http://www.gsn.org/gsh/teach/articles/promise.html Sherman, T.M.,& Kurshan, B.L. (2005). Constructing learning: Using technology to support teaching for understanding. Learning and leading with technology, 32(2), 10 - 13. Teachnology (no author or date provided) retrieved from http://www.teach-nology.com/tutorials/excel/the_good/