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OER4Schools/Collecting and interpreting information part 2: Difference between revisions
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OER4Schools/Collecting and interpreting information part 2 (view source)
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=Data handling - drawing graphs= | |||
{{activity|wcd| on data handling videos.|15 }} The following sequence of videos show a South African teacher preparing her students to draw a graph of some data and offers some insight into what can go wrong when students are working independently on data handling. | |||
video 1 - making sure everyone understands the table | video 1 - making sure everyone understands the table | ||
{{: Video/Pindi_Graphs3-10.mp4 }} | |||
* Why does the teacher remind the students of what they had done previously? | * Why does the teacher remind the students of what they had done previously? | ||
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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. | 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. | ||
{{: Video/Pindi_Graphs3-12.mp4 }} | |||
One of the things that teachers worry about when doing enquiry based activities in the classroom is the unpredictable nature of the work that students may produce. Watch the following video and discuss the ways that you might react when a student produces an interesting but unexpected graph. | |||
{{: Video/Pindi_Graphs3-8a.mp4 }} | |||
{{ednote|text= | |||
Try to encourage participants to use the opportunity as a learning one for the whole class. This student has inadvertently discovered the beauty of a log graph, and that is to be celebrated! This is one of the benefits of EBL, there is plenty of room for creativity. | |||
}} | |||
Students will often need a lot of guidance if they are to record meaningful results however the more often they are exposed to these types of enquiry activities the easier it will become for them (and you). | |||
Have a look at the follow student worksheet and discuss in your groups the level of guidance that a student may require when completing such a sheet. | |||
[[image:pulseworksheet]] | |||
{{activity|stgw| on analysing data.|20}} | {{activity|stgw| on analysing data.|20}} | ||
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# How do you know that you can ‘trust’ the data that has been collected? 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? | # 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? | # Thinking back to the videos in the previous session 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 . | 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 . | ||
