Teaching All Learners: Making Sense of Supports in a Data Lesson

1. Teaching All Learners: Making Sense of Supports in a Data Lesson March 27, 2012

2. Feedback on Homework

3. Textbook Analysis (due May 8) Directions (syllabus pg. 5) • Trace how your textbook program develops the statistical problem solving process • Critique the lessons in term of the problem solving process – discuss the strengths and weaknesses • Critique the suggestions for differentiation offered in your textbook • Suggest other options for differentiation

4. Criteria for Grading for Analyzing Critiquing Lessons • Thoroughly address all four areas in your trace and or critique • Formulating a question • Designing a plan to collect appropriate data • Analyzing the data by graphical and numerical methods • Interpreting the analysis

5. Criteria for Grading for Analyzing Critiquing Differentiation Suggestions • Thorough analysis of what the textbook offers • Critique of strengths and weaknesses incorporates information learned in class • Consider clarity of directions, task demands, classroom community • Suggestions should be realistic, grade level appropriate, and make connections to the problem solving process • Consider descriptions of explicit instruction, focusing the lessons, providing specific examples of support

6. 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

7. Learning Intention (Lesson) • WALT: Compare predictions and actual data. We will be successful when we draw conclusions comparing predicted and actual data

8. Getting to know your student • As a table group • Read the description • Identify strengths • Identify areas of concern • During the lesson, keep the above in mind

9. Preview the lesson Can You Catch Up? • Read the lesson Can You Catch Up? from the Navigations 3-5 Book • Identify the task demands • Math Social • Language Organizational • Note particular challenges your assigned student may have with this lesson (including using the worksheet)

10. One day there were three tomatoes walking down the street, a mama tomato, a daddy tomato and a baby tomato. Babytomato is walking too slowly, so the daddy tomato goes back, steps on him and says:

11. KETCHUP!!!!!

12. Experience the lessonCan You Catch Up? • Launch • We 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

13. Task Card 1: Materials • Each table group needs • 1 plastic plate • 1 wedge • 1 marker • 1 ruler • Several napkins

14. 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?

15. Task Card #2: Make a Prediction • Predict how far ketchup will flow in 30 seconds if it is Hot (H), Room Temperature (R), or Cold (C) • 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) • Record your predictions in centimeters on the chart

16. Recording Your Prediction

17. Gathering Actual Data • You will be doing this experiment three times • You will use one packet of Ketchup at a time • Squeeze the ketchup onto the letter for each temperature • Listen for three words • READY: Lift the plate flat • GO: Tilt and plate and lean against the wedge • STOP: Put plate down flat on the table • Measure how far the ketchup went • Record the length on your chart

18. Task Card #3: Do the Experiment • Get the right ketchup packet • LISTEN for directions • READY • GO • STOP • MEASURE • RECORD actual data

19. Task Card #3: Do the Experiment • Get the next ketchup packet • LISTEN for directions • READY • GO • STOP • MEASURE • RECORD actual data

20. Task Card #3: Do the Experiment • Get the final ketchup packet • LISTEN for directions • READY • GO • STOP • MEASURE • RECORD actual data

21. Task Card #4: Make the Graph • Identify categories • Select a scale • Draw and label axes • Record data for predictions and actual results • Add a title

22. 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?

23. What are other questions that students could answer by looking at your bar graph? Question Starters • How much farther.....? • How many more… than …….? • What is the difference between…… and ….?

24. Summing up Predictions – are estimations based on knowledge. Acutal – specific data that is used to validate a prediction and help to draw conclusions.

25. 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

26. 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?

27. 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?