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We are having issues with our printer. So -

There are 5 people in my immediate family - a spouse, three kids, and a dog).

We all live in the same house.

Three are younger

One is older

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Often we think of data being massive amounts of information that can seem overwhelming. I like that all of the resources shared have showed how to make it simple and relatable, having students recognize that data is all around us. I was particularly interested in how connection to the arts were made in several of the articles.

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I had similar thoughts to Joanna about if I should include my parents in this exercise since I am a parent and also have children. It also reminded me that questions that seem benign can be highly sensitive. I've lost a parent and this exercise brought that up - I would imagine it's similar for anyone who has experiences loss of a family member.

The video was great about showing students engaging with data. I appreciated how they were surprised to learn when the data in the survey was from and how that's an important piece of metadata in understanding data.

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This is type of data can support pre and post assessments with confidentiality.
I enjoyed thinking about ways I can use this type of data with teaching my Teacher Candidates another way to show data.
I recently used data to create a family vacation.
I noticed that someone added a symbol for the same age person.
Just like me, many of the participants who represented family that lived in a different place, the triangle symbol what under the circle symbol.

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This activity reminds me that data must be viewed through the complexity of the "measure" used. What is meant by "immediate family"? I used context clues in interpreting, but still wasn't sure if in-laws count.  It's hard to interpret these representations as a group, because I am not sure how others are interpreting "immediate family".  I also added in a representational element for "same age as". All this said, the visualizations helps me take in other people's data quicker than if I had to look at a table.

Opportunities to consider data are all around us. Data allows us to examine group trends, while also situating ourselves in relation to these trends. I look forward to exploring the many ways that we can engage with and learn from data, while also interrogating data and attending to the context from which it has emerged.

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I agree with the previous posts that the interpretation of immediate family may differ amongst those completing the family visual representation. This shows the complication of taking data based on feelings and opinions.

The Data Club video showed students who were empowered to think critically about data and data analysis that was presented to them and to collect and analyze their own data. The charts and visual representations used by the students seemed to make pattern recognition more accessible.

On a daily basis I take data on my son's nap and sleep schedules as there is likely some magic wake window pattern for optimal sleep that I have yet to find!

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Family Representation by Joanna Maulbeck 

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Family Representation by Joanna Maulbeck 

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I’m putting together this drawing, I had lots of questions about definitions - Do I include my parents in this OR am I referred to as the “parent” here since I also have children? This reminded me of how important definitions are when charting data.

Where do I see data? Everywhere. As I take in information, I am taking in data and making sense of it. We are currently on a family trip in Plymouth and as we walk through the museums, we are taking in information or data. It’s interesting because I often read the info. and then “translate” it for my kids in a way that is meaningful to them. Representation matters. The way we represent data may give some access to that information and exclude some. Inclusion needs to be the goal.

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I encounter & use data everywhere -- data comes in many forms & formats.  Anytime I gathering information is "data" -- whether it be about if my family likes a new dish, identifying travel routes, conducting formal research, or assessing students' understanding of content.

From the visual information, I could how people define their families, the general position people hold in their family based on age; and how many people live in a person's home and outside a person's home.  I would have to get to know a person, and ask these specific questions to know the information otherwise.

Regarding the video, students used and analyzed data meaningfully. I wonder, could the process have been integrated into the curriculum?

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I encounter data everywhere I look - at work, in supermarkets; on my granddaughter's report card, in reading materials - texts, newspapers, patterning, martial arts, surveys, attendance in class; growing data from my vegetable garden; weather reports, photos we take, etc.

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This exercise does not work well for representing my family. It needs to be broadened to be more inclusive of different families, not define "immediate family" so rigidly and conventionally.

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Post your drawing of your family on this padlet.

Then post a response to at least one of the following questions:

What similarities and differences among families did visual representations of data allow you to see that would be difficult to perceive otherwise?

What new ideas about data did you learn from the video or the activity?

Where do you encounter data in your life?