Introduction to Graphic Literacy – Statistics, Graphs, and ... Literacy... · Introduction to...
Transcript of Introduction to Graphic Literacy – Statistics, Graphs, and ... Literacy... · Introduction to...
IntroductiontoGraphicLiteracy–Statistics,Graphs,andCharts
Whenyouheartheword“math"or"chartsandgraphs”,whatcomestomind?Howabouttheword“statistics?”Whatdoyouthinkandhowdoyoufeel?Howdoyouthinkyourstudentsthinkandfeel?
Statisticsdoesnotneedtobeanintimidatingword.Statisticsareeverywhere!
Mostofusareusingstatisticsinoureverydaylifeeitherathome,inthecommunity,andintheworkplace.Weusedatatogatherinformationandmakeimportantdecisions.DataandStatisticsareapartofoureverydaylife.
Allmatheventuallyleadstostatistics.Visuals,charts,andgraphsassistusinunderstandingthem.
Inadditiontoclosereading,studentsneedmorespecificmath,graphicliteracy,andvisualliteracyskillsontheGED®SocialStudiesandScienceTests.FortheSocialStudiestest,studentswillalsoneedtoknowaboutEnduringIssues.FortheScienceTest,studentswillneedtoknowabouttheScientificMethod.
TheGEDTSÒhasidentifiedthekeyfocusforeachtest.
TheabilitytointerpretchartsgraphsandunderstandstatisticsisakeyskillneededfortheGED®SocialStudiesandScienceTests.Wheredoweseestatistics,graphsandchartsontheGEDÒTest?TheGEDTSÒPerformanceLevelDescriptorsdefinetheskillsneededforthetest.TheGEDTSÒhasidentifiedPerformanceLevelDescriptors(PLDs)foreachcontentareaoftheGEDTest.ThepurposeofthePLDsistoidentifythespecificskillsatest-takerwillneedtodemonstrateinordertopasstheGEDÒtest.Thelevelsare:Level1–BelowPassing;Level2–Passing;Level3-CollegeReady;andLevel4–CollegeReadywithHonors.WhenstudentstaketheGEDÒorGEDÒReadytest,thetestingfeedbackwillreferencethePLDsthatthetest-takerdidnotfullydemonstrate.ThefollowinglinkprovidesthePLDsforeachofthecontentareaswithtipsonhoweducatorsmayusethemintheclassroomtoimprovestudentoutcomes.https://gedtestingservice.com/educators/pldtipsManyoftheGEDÒPerformanceLevelIndicators(PLDs)inSocialStudiesandSciencerequiregraphicliteracyandmathskills.StudentswhoscoreintheGreenZoneontheGEDÒReadypracticetestarelikelytopasstheGEDÒtest.TheskillslistedbelowarethePLDsofthosewhoarelikelytopassthetest.ReasoningQuantitativelyandInterpretingDatainSocialStudiesContexts
Ø Integratequantitativeortechnicalanalysis(e.g.,charts,researchdata)withqualitativeanalysisinprintordigitaltextatasatisfactorylevel
Ø Analyzeinformationpresentedinavarietyofmaps,graphicorganizers,tables,andcharts;andinavarietyofvisualsourcessuchasartifacts,photographs,politicalcartoonsatasatisfactorylevel
Ø Translatequantitativeinformationexpressedinwordsinatextintovisualform(e.g.,tableorchart);translateinformationexpressedvisuallyormathematicallyintowordsatasatisfactorylevel
Ø Interpret,use,andcreategraphsincludingproperlabelingatasatisfactorylevel.Predicttrendswithinareasonablelimit,basedonthedata
Ø Representdataontwovariables(dependentandindependent)onagraph;analyzeandcommunicatehowthevariablesarerelatedatasatisfactorylevel
Ø DistinguishbetweencorrelationandcausationatasatisfactorylevelØ Calculatethemean,median,mode,andrangeofadatasetatasatisfactorylevel
AstudentwhoscoresintheGreenZoneontheGEDÒReadyTestislikelytopasstheGEDÒtestandhavedemonstratedtheseskills:ReasoningQuantitativelyandInterpretingDatainScientificContexts
Ø Understandandexplainnon-textualscientificpresentationsatasatisfactorylevelØ ApplyformulasfromscientifictheoriesatasatisfactorylevelØ DeterminetheprobabilityofeventsatasatisfactorylevelØ Usecountingandpermutationstosolvescientificproblemsatasatisfactorylevel
"InGod,wetrust.Allothersmustbringdata!"-W.EdwardsDeming
BeginwiththeBasics
Whatisstatisticsanddataanyway?
Doyourstudentsknowapurposeforlearningaboutstatisticsanddata?
HelpingyourstudentstoseetheneedforlearningstatisticsbeyondtheGED®willassisttheminunderstandingthecontentandlearningquicker.
Wemaybeginbyshowingthemhowtheyarealreadyusingmathandstatistics,withoutbeingaware,tomakedecisionsintheireverydaylife.Forexample,theymaydecidetogotoamoviebecause7oftheir10friendsthoughtitwasgreat.Theymaynothaveconductedascientificexperiment;but,chancesaretheyhaveuseddataandstatisticstomakeadecision.
Lastweek,weexploredmanydifferentwaystoengagestudents.Whenintroducingyourstudentstostatisticsanddata,youmaywanttobeginwithaquote,suchastheoneaboveandaskthemwhattheymayinferfromthequote.
Doyourstudentsknowhowdataisorganized?
Startwithagraphorchartandaskthemwhattheythinkitmeans?
1. Youmaybeginwithagraphicsimilartotheonebelow.Askstudentsatext-basedquestiontogetthemthinkingaboutthegraph.Iftheystruggle,youmaywanttomodelafewquestionsthatyouwouldusetointerpretthegraphandthinkaloudyourthinkingwhenyoureadthegraph.
Aftertheyanswerthequestion,askstudentscriticalthinkingquestionstodiscoverhowtheycameupwiththeanswers.Thepurposeistogetthemtousethehigherorder,criticalthinkingskillsthattheywillneedtointerpretchartsandgraphs.Afteryouprovidethemwiththeanswers,youmaywanttomodelquestioningthatyouwouldusetointerpretthegraph.
2. Anotherway,orasecondstep,tointroducethemtotheconcept,istoshowthemtextandaskthemhowtodisplaytheinformation.Iftheystruggle,youmayaskthemtext-basedquestionsthatguidethemthroughtheprocess.Withstrugglingstudents,youcanmodelitforthemfirst.
3.Next,youmaybegintoexplainthedifferentwaysthatinformationisrepresentedandthatsomewaysarebettersuitedfordatathanothers
Atthispointyoumaywanttodefinestatisticsanddatamorespecifically.Youmayevenuseavocabularywordchart.FrayerModelhttps://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
Therearethreemaintypesofgraphs,linegraphs,bargraphs,andcirclegraphs.
BonusOptionalResource
https://nces.ed.gov/nceskids/createagraph/
Ifyourstudentscanoverlookthe“kids”theme,thisisagreattoolforadultstudentstopracticecreatingchartsandgraphs.
ActivityforStudents
Allowingyourstudentstakealookatdataandrepresentitinmultiplewaysusinggraphsandchartsisoneofthemosteffectivemeansofassistingyourstudentsinlearningaboutstatistics.
Havestudentsreadandinterpretthegraphsandchartsinthefollowingwebsitedocument“TheRisingCostofNotGoingtoCollege.”http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college/
HigherLevelstudents:Hidethegraphandaskthemtocreateone.
MiddleLevelstudents:Askthemtorepresentthedatainanotherformatthantheoneshown.
LowerLevelstudents:Askthemtocompareandcontrastthegraphsandcharts.
MultipleWaystoDisplayDataItisimportanttoteachyourstudentsthatthesamedatamaybedisplayedmultipleways.Belowisanexamplethatyoumayshowstudents.Itisthesamedatashownmultipleways.