OER4Schools/Collecting and interpreting information part 2
Review of follow-up activities from last session
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow-up activities relating to the (Category:OER4S CPD). The 'review of follow-up activities' for that session is available, and also shown below in the session text. However, if you are following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.
The review of the follow-up activities for this session (to be done at the start of the next session) is available here.
There is no review of follow-up activities from last session available. You can go to the previous session () and.
Small group activity (30 min). Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.
Part A: (10 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:
- How did your students respond to the open nature of this task?
- Did you feel confident with teaching using GeoGebra? Why or why not?
- What other observations can you make that will help you evaluate the use of Geogebra?
Part B: (20 mins) Invite colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of at least two of the following considerations of a successful EBL lesson:
- Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).
- Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
- Students’ engagement and competence in conducting an experiment, searching for information or resources themselves.
- Students’ engagement and competence in interpreting the information or data themselves.
- Teacher’s role as a guide and co-learner with the students.
- Availability and accessibility of resources (e.g. internet).
More on making predictions
Recall from the previous session that:
- a hypothesis is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests
- a prediction is a statement of what you think will happen before it does so
and that it is possible to make a prediction based on a hypothesis or without a hypothesis.
We know that encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist.
Whole class dialogue (20 min) on making predictions.
- What other positive consequences could there be of students predicting the outcomes of their enquires?
- What are the potential drawbacks of encouraging students to make predictions?
Here are some video clips of students working on making predictions for the outcome of an enquiry that they will soon do. Watch a few of them now (begin watching the first one from 1:34) and the rest in your own time after the session. Notice how motivated the students are and how they support and encourage each other. Think about the following questions and discuss them as a group if you have time:
- What do you think the teachers role is during this stage of the enquiry process?
- How could you ensure that all students are actively involved in making predictions?
- What strategies could you have in place to make sure that any misconceptions uncovered at this stage would be picked up and dealt with?
VIDEO
Observation of small group completing lung capacity worksheet together
Small group working together to discuss and complete lung capacity worksheet
Video/Aggie Fitness A06.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A06.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 4:35 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 06)
VIDEO
Small group discusses how to measure lung capacity displacement
Small group working together to guess lung capacity displacement
Video/Aggie Fitness A07.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A07.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 1:48 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 07)
VIDEO
Group revises original estimates of lung capacity
Small group decides to adjust their guesses on lung capacity
Video/Aggie Fitness A08.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A08.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 0:51 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 08)
VIDEO
Small group discusses how many millilitres are in a litre
Small group discussion on how many millilitres make up a litre
Video/Aggie Fitness A09.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A09.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 2:36 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 09)
Collecting and Interpreting Data: Part two
Same-task group work (10 min) on collecting and interpreting data. Having collected your data in the previous session you should now be ready to analyse or find solutions to respond to appropriately during the enquiry.
Students often enjoy collecting data but are more reluctant when it comes to analysing it; they are not always sure where to begin.
Where should you begin and how will you proceed with this section of the enquiry?
The follow are the steps in the scientific method as usually followed in many scientific investigations and enquiries. They are not in the right order. Working in small groups, arrange the steps in the right order by putting the numbers 1-8 next to them.
- Data is analysed.
- The investigation is done (using whatever equipment/materials you have chose to use) and data is collected.
- A hypothesis is formed - this is usually a best guess based on what’s already known.
- Results are communicated.
- A question or a problem is posed.
- Conclusions are reached.
- Research is done to find out what is already known about the topic.
- A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.
Here are the steps (in order) in the scientific method as usually followed in many scientific investigations and enquiries:
- A question or a problem is posed.
- Research is done to find out what is already known about the topic.
- A hypothesis is formed - this is usually a best guess based on what’s already known.
- A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.
- The investigation is done (using whatever equipment/materials you have chose to use) and data is collected.
- Data is analysed.
- Conclusions are reached.
- Results are communicated.
You should observe that the steps are very similar to the EBL steps. The steps in italics should be a particularly helpful reminder to what enquiry activities you have carried out, in the context of a scientific investigation method.
Additional material to help with recording results from enquires.
if you are planning for you students to collect some experimental data you might like to watch the following sequence of videos that show a South African teacher preparing her students to draw a graph of some data.
video 1 - making sure everyone understands the table
Pindi Graphs 3.4.mp4
- Why does the teacher remind the students of what they had done previously?
- What are the benefits to the students of the teacher drawing the table on the chalk board?
- Do you think it was a good idea to leave the table blank? Why?
The teacher reminds the students of work they had done on this enquiry in a previous lesson. She has planned for the students to do quite a lot of graph drawing as part of this enquiry on exponentials.
Add some videos of Pindi describing in detail how to draw up and fill in results table. Include a student completed worksheet (measuring pulse rate) for critique.
Same-task group work (20 min) on analysing data.
Before you carry on to analyse the data that you collected during the last session, discuss these questions with the other members of your group:
- What is your ‘best guess’ at this point in time? Why?
- How do you know that you can ‘trust’ the data that has been collected? Why?
- What is the best way to make sense of the data so that you are able to find some solutions to the enquiry?
- Thinking back to the videos of the students measuring their height, how might inaccurate results affect their BMI calculation/hypothesis/conclusion?
Make a start on analysing your data in this session. Between this session and the next, continue to analyse your data and be ready to present your findings to your colleagues during the next session You should arrange a time to get together with the other members of your group or alternatively divide up the tasks relating to the analysis and presentation between you now. You will also have a short time to finalise your presentation at the beginning of the next session .
Is your data reliable?
The analysis of the data involves responding to the questions above. These questions help you evaluate your guesses, and assess whether the data collected is valid (ie. whether it can actually answer the enquiry questions) or reliable (ie. whether the data comes from a rigorous and trustworthy method of data collection cf. the discrepancies in measuring height highlighted in the videos). If you do not think the data fulfills the qualities of validity and reliability, then you should immediately highlight the problem and try to find out why this could have happened. It may be that you need to to rethink or repeat the data collection process. If you are satisfied with the data collected, you can then go ahead to make sense of the data so that you are able to present a solution, or different solutions, to the rest of the participants next week.
Remember, to ensure that the data collected is reliable. It may be necessary to repeat the experiment a number of times. Averages can then be calculated if further processing is needed - for example in the paper airplane enquiry. To ensure that the data is valid, make sure to consider all the possible variables and which ones to control.
Connecting with overarching goals of the programme
Open space (10 min). It's now time for the "open space", that gives you an opportunity to discuss issues that have arisen, and to relate those to the broader context of the programme. Do not just gloss over this section, but make time to raise issues, and probe the progress that you are making. You could use this space to:
- Remind yourselves of the of the Most Significant Change Technique, and e.g. collect more of your stories.
- Discuss your assessment portfolios: Is there anything that you are unsure about? Is it going well? What could be done better?
- Check on the work with the classroom assistants: Is this going well? Are there any tensions? Any observations or tips you can share?
- Reviewing individual ICT practise (such as typing practise).
- If you are preparing a presentation for other teachers, you could work on the presentation (about what you have been learning, stories emerging from MSC).
- Remind those who are doing audio diaries, to upload them.
- You could discuss any other issues that have arisen.
You will find notes and summaries of various techniques and concepts on our reference page, and you might want to refer to those for clarification during this activity if needed.
Follow-up activities
Agreeing follow-up activities (5 min).
Part A Tidy up and make sense of the data for the group enquiry activities you have worked on in this session and be ready to present them next week. Decide on what would be the best way to present your ideas (e.g. charts, OpenOffice presentation) so that you can present your findings next week.
Part B Carry out Stage 1 of your ‘project day’ or ‘field trip’. You could do this across a couple of lessons (or the longer sessions which we have arranged for in the timetable), or by setting half a day aside for this.
In the next session, these follow-up activities will be reviewed. If you are using this session on its own, you can have a look at the review of follow-up activities here.
At the end of each session, we provide an overview of the activities in this session, together with their suggested timings. Although this appears at the end of the session (for technical reasons), you should keep an eye on this throughout the session, to make sure that you are pacing the workshop session appropriately!
Total time: 95 (min)
Activities in this session:
- Small group activity(30 min).
- Whole class dialogue (20 min) on making predictions.
- Same-task group work (10 min) on collecting and interpreting data.
- Same-task group work (20 min) on analysing data.
- Open space(10 min).
- Agreeing follow-up activities(5 min).
If you have printed this session for offline use, you may also need to download the following assets:
- Video/Aggie Fitness A06.m4v (local play / download options / download from dropbox)
- Video/Aggie Fitness A07.m4v (local play / download options / download from dropbox)
- Video/Aggie Fitness A08.m4v (local play / download options / download from dropbox)
- Video/Aggie Fitness A09.m4v (local play / download options / download from dropbox)
