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NSF IMD 0628122 Challenges to Cross-Disciplinary Curricula: Data Literacy & Divergent Discipline Perspectives Phil Vahey, SRI Karen Swan, RCET. www.rcet.org/twd/index.html. TWD Modules & Materials. Four 2-week, integrated replacement modules

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rcet/twd/index.html

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  1. NSF IMD 0628122Challenges to Cross-Disciplinary Curricula: Data Literacy & Divergent Discipline PerspectivesPhil Vahey, SRIKaren Swan, RCET

  2. www.rcet.org/twd/index.html

  3. TWD Modules & Materials • Four 2-week, integrated replacement modules • For implementation in 7th grade social studies, mathematics, science, and English Language arts classes • Designed to develop students’ deep understanding of data literacy across the curriculum. • The modules will address issues of data representation, common measure, and proportional reasoning using real data in discipline-specific problem-solving contexts • Grounded in a preparation for future learning (PFL) pedagogical approach • An overall data literacy assessment, and “local” assessments

  4. Why Data Literacy? “We use data every day—to choose medications or health practices, to decide on a place to live, or to make judgments about education policy and practice. The newspapers and TV news are full of data about nutrition, side effects of popular drugs, and polls for current elections. Surely there is valuable information here, but how do you judge the reliability of what you read, see, or hear? This is no trivial skill—and we are not preparing students to make these critical and subtle distinctions.” -- Andee Rubin

  5. Data Literacy Standards

  6. The Context: World Water Issues "The Earth, with its diverse and abundant life forms, including over six billion humans, is facing a serious water crisis. All the signs suggest that it is getting worse and will continue to do so, unless corrective action is taken. The crisis is one of governance, essentially caused by the ways in which humans have mismanaged water.” --World Water Development Report (United Nations, 2000)

  7. English Language Arts Mathematics Social Studies Science PFL PFL PFL PFL PFL PFL PFL PFL PFL PFL PFL Preparation for Future Learning:TWD Across the Middle School Curriculum preparation formal learning application communication

  8. English Language Arts Mathematics Science Social Studies: Preparation • Discipline Focus: world water crisis, water in the Middle East, UN Convention on the Law of the Non-Navigational Uses of International Watercourses • Argumentation: as negotiation in the context of developing a treaty for the fair sharing of water in the Tigris/Euphrates watershed preparation formal learning application communication Social Studies

  9. (De Villiers, 2000) Social Studies: Fair Allocation of Water in the Tigris/Euphrates River Basin • Cradle of civilization • Water shared by & critically important to 3 countries – not enough water to meet needs • Ongoing modern conflict around differing notions of water rights – “sovereignty over resources” vs. “historical rights”

  10. Social Studies: Considering Differing Position Statements Turkey’s position Turkey is basing its claims on the sovereignty principle. It is saying that the rivers are transboundary, meaning that it has control over the rivers while they are in Turkey, just like other natural resources such as oil or coal. Suleyman Demirel (President of Turkey) at the 1992 dedication of the Ataturk Dam: “Neither Syria nor Iraq can lay claim to Turkey’s rivers any more than Ankara could claim their oil … The water resources are Turkey’s, the oil resources are theirs. We don’t say we share their oil resources, and they can’t say they share our water resources.”

  11. Social Studies: Considering Differing Position Statements Syria’s position Syria argues they've always used the water from the Euphrates and their right to use it should be no different today or in the future. They say it is an international river, and Turkey should not be able to decide on its own how much water from the Euphrates flows into Syria and Iraq. This is called the historical principle. Syria wants to share the water in the Tigris and Euphrates through a “mathematical formula” with each State shall declaring its demands on the rivers separately.

  12. Social Studies: Considering Differing Position Statements Iraq’s position Iraq also argues the historical principle, that they have been using the water from the Tigris and Euphrates for thousands of years, that they are international rivers, and Turkey should not be able to decide on its own how much water from the Tigris and Euphrates it will let flow into Syria and Iraq. Iraq wants to share the water using a different mathematical formula. Each country will notify a three-country committee of its water demand for each project that is completed, under construction, or planned. The committee will then calculate the demands for water and decide. In addition, Iraq wants Turkey to release more water in the Euphrates river, to be more “equitable and fair.”

  13. SS: UN Convention on the Law of the Non-Navigational Uses of International Watercourses • GENERAL PRINCIPLES (Article 5): • Watercourse States shall in their respective territories utilize an international watercourse inan equitable and reasonable manner. In particular, an international watercourse shall be used and developed by watercourse States with a view to attaining optimal and sustainable utilization thereof and benefits therefrom, taking into account the interests of the watercourse States concerned, consistent with adequate protection of the watercourse. • 2. Watercourse States shall participate in the use, development and protection of an international watercourse in an equitable and reasonable manner. Such participation includes both the right to utilize the watercourse and the duty to cooperate in the protection and development thereof, as provided in the present Convention.

  14. Social Studies Module Overview

  15. English Language Arts Social Studies Science Mathematics: Formal Learning • Discipline Focus: proportional reasoning, per capita, percentage • Argumentation: assessing mathematical arguments for use of factual, relevant and complete data formal learning preparation application communication Mathematics

  16. Mathematics: Common Measure, Per Capita Who has more? A B C

  17. Mathematics: Common Measure, Per Capita

  18. Mathematics: Common Measure, Proportional Reasoning & Mathematical Arguments Do states that are more rural grow the most corn?

  19. Mathematics Module Overview

  20. English Language Arts Mathematics Social Studies Science Science: Application • Discipline Focus: the water cycle and the science of world water, technologies to redistribute water and unintentional effects, US watersheds • Argumentation: in search of parsimonious explanations and in support of (or opposition to) hypotheses application preparation formal learning communication

  21. Science: The Water CycleImplications

  22. Science: The Water CycleImplications To irrigate or not to irrigate

  23. Science: The Water CycleImplications

  24. Science Module Overview

  25. Mathematics Social Studies Science English Language Arts: Communication • Discipline Focus: persuasive writing and oral argument • Argumentation: forms and structure of argumentation communication preparation formal learning application English Language Arts

  26. English Language Arts: Persuasive Argument data data data data Argument

  27. English Language Arts: Persuasive Argument Presentation Checklist • Main ideas: • Do you have specific points/ideas that support your argument statement? • Are your ideas connected and presented in a logical sequence? • Evidence: • Do you have evidence (data, visual representations) to support each main point in your argument? • Are your data accurate? • Are your data from a credible source? • Did you remember to cite your source? • Did you provide a written explanation of all data you refer to in your presentation? • Communication skills: • Does your presentation have an engaging introduction that establishes your argument? • Does your presentation maintain a clear focus on the argument with supporting ideas and evidence presented in a clear, logical sequence? • Did you provide explanations in your of any data (e.g., charts, graphs, tables) that you presented as evidence for your argument?

  28. English Language Arts Overview

  29. WE ARE HERE Timeline initial materials development initial assessment development refinement of materials pilot testing in AT&T classroom further refinement of TWD materials data analysis final revisions dissemination 1/07 6/07 9/07 1/08 6/08 9/08 1/09 6/09 9/09 Advisory Board input teacher training & input creation of TPD materials Advisory Board input field testing in 2 Ohio middle schools

  30. www.rcet.org/twd/index.html philip.vahey@sri.com kswan@kent.edu

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