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Strategies for Using Data in Teaching

Explore the importance of incorporating real data in science teaching, address technology challenges, and manage project-based learning effectively for enhanced student outcomes.

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Strategies for Using Data in Teaching

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  1. Strategies for Using Data in Teaching Experience in Science 465 and Geology 100 Mike Taber University of Northern Colorado

  2. Questions to Ponder • Why use data in the classroom? • It may be their only opportunity to work with real data • Are your learning objectives driven by content or by process?

  3. What are students telling us about how they learn?

  4. IssuesTechnology • (Student) frustration management • Don’t let the technology get in the way of the content • Lack basic skills in making graphs (excel) • Communicate with pre-requisite instructors • Lack vocabulary, such as “bitmap” • Ditto • Must have admin privileges for troubleshooting the technology (don’t let the IT people be the only ones with admin access!) • Hmm… • How are you going to manage reporting of results? • Blackboard

  5. IssuesData • Real-time display can be slow • Visualize and analyze data from local drive source (information for developers) • Students are extremely unfamiliar with how to determine reliability of data • force students to be critical • Determining depth in data is too abstract • Find a tool that allows you to layer data and perform queries among two or more layers (resulting in a new display)

  6. Managing Project-Based Learning • Define content, inquiry skill, and technology skill outcomes simultaneously • Design activities with the skills in mind Content will evolve from the activity itself • You must have technology support • Establish working groups - They can’t consult with me until they have consulted with each other

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