Post on 13-Jan-2016
Teaching All Learners: Making Sense of
Supports in a Data Lesson
March 27, 2012
Feedback on Homework
Textbook Analysis (due May 8)
Directions (syllabus pg. 5)Trace how your textbook program develops the statistical
problem solving processCritique the lessons in term of the problem solving
process – discuss the strengths and weaknessesCritique the suggestions for differentiation offered in your
textbookSuggest other options for differentiation
Criteria for Grading for Analyzing Critiquing Lessons
Thoroughly address all four areas in your trace and or critiqueFormulating a question Designing a plan to collect appropriate dataAnalyzing the data by graphical and numerical methodsInterpreting the analysis
Criteria for Grading for Analyzing Critiquing Differentiation Suggestions
Thorough analysis of what the textbook offersCritique of strengths and weaknesses incorporates
information learned in classConsider clarity of directions, task demands, classroom
community
Suggestions should be realistic, grade level appropriate, and make connections to the problem solving processConsider descriptions of explicit instruction, focusing the
lessons, providing specific examples of support
Learning Intention (Alliance)
WALT: Develop an understanding of supports used to differentiate a data lesson
We will be successful when we can articulate how the supports address particular barriers students may have
Learning Intention (Lesson)
WALT: Compare predictions and actual data.
We will be successful when we draw conclusions comparing predicted and actual data
Getting to know your student
As a table groupRead the descriptionIdentify strengthsIdentify areas of concern
During the lesson, keep the above in mind
Preview the lesson Can You Catch Up?
Read the lesson Can You Catch Up? from the Navigations 3-5 Book
Identify the task demandsMath SocialLanguage Organizational
Note particular challenges your assigned student may have with this lesson (including using the worksheet)
One day there were three tomatoes walking down the street, a mama tomato, a daddy tomato and a baby tomato. Baby tomato is walking too slowly, so the daddy tomato goes back, steps on him and says:
KETCHUP!!!!!
Experience the lessonCan You Catch Up?
LaunchWe are going to have a race
• Temperature impacts
We will be conducting an experiment about a race
In today’s experiment, we will use what we know about
temperature to make predictions
We will gather data and draw conclusions
Task Card 1: Materials
Each table group needs1 plastic plate1 wedge1 marker1 rulerSeveral napkins
The Experiment: Can You Catch Up?
We will have a race with ketchup packets
In a 30 second race, will the temperature of the ketchup affect the length of its flow down a tilted plastic plate?
Task Card #2: Make a Prediction
1. Predict how far ketchup will flow in 30 seconds if it is Hot (H), Room Temperature (R), or Cold (C)
2. Draw a spot on your plate that shows your predictions in centimeters for the ketchup if it is Hot (H), Room Temperature (R), or Cold (C)
3. Record your predictions in centimeters on the chart
Recording Your Prediction
Length of the Ketchup Flow in Centimeters
Ketchup Temperature
Cold Room Hot
Prediction
Actual
Gathering Actual Data
You will be doing this experiment three times You will use one packet of Ketchup at a timeSqueeze the ketchup onto the letter for each
temperatureListen for three words
READY: Lift the plate flatGO: Tilt and plate and lean against the wedgeSTOP: Put plate down flat on the table
Measure how far the ketchup wentRecord the length on your chart
Task Card #3: Do the Experiment
Get the right ketchup packetLISTEN for directions
READYGOSTOP
MEASURE RECORD actual data
Task Card #3: Do the Experiment
Get the next ketchup packetLISTEN for directions
READYGOSTOP
MEASURE RECORD actual data
Task Card #3: Do the Experiment
Get the final ketchup packetLISTEN for directions
READYGOSTOP
MEASURE RECORD actual data
Task Card #4: Make the Graph
Identify categoriesSelect a scaleDraw and label axes Record data for predictions and actual resultsAdd a title
Drawing Conclusions
Determine the differences between your predictions and the results of your ketchup race.
Did your results support or not support your predictions?
What were some of the factors that may have influenced the results?
What are other questions that students could answer by looking at your bar graph?
Question StartersHow much farther.....?How many more… than …….?What is the difference between…… and ….?
Summing up
Predictions – are estimations based on knowledge.
Acutal – specific data that is used to validate a prediction and help to draw conclusions.
Learning Intention (Alliance)
WALT: Develop an understanding of supports used to differentiate a data lesson
We will be successful when we can articulate how the supports address particular barriers students may have
Turn and Talk
Make a list of ways in which the lesson you experienced differed from the written description
Consider your assigned students. Which of the supports modeled would have enhanced his or her learning and why?
Textbook Analysis
Think about the textbook analysis assignment.How could this experience tonight influence what
you look for as you examine the lessons in your program?