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Having a Process to DO something with stuff that we learn seems less explicit here then it might be

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Having a Process to DO something with stuff that we learn seems less explicit here then it might be

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Integrating Math/Cross Disciplinary Connections is Essential 

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Integrating Math/Cross Disciplinary Connections is Essential 

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Students making meaning of data they collected, and graphed etc, rather than provided data. (Maggie)

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Students making meaning of data they collected, and graphed etc, rather than provided data. (Maggie)

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The personal connection

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Make it relevant and personal to students lives.

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Finding Hands on Way to Connect Students to Inquiry is Powerful

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Finding Hands on Way to Connect Students to Inquiry is Powerful

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We cannot assume that students know how to use technology and computers just because they have grown up with it.

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To do things well, including creating data visualizations, takes time and multiple trials. It's complicated and complex.

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Data Literacy Needs to be Explicitly Taught

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Data Literacy Needs to be Explicitly Taught

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All the tools, all the ideas. Needs to be taught to teachers as well. You don't need all the details and shortcuts, but better. understanding and comfort with data and data tools.

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Showing students how powerful the tool can be. Using it over and over again in many different situations.

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Why does this matter to students? Students are motivated by connections to their own lives. The "so what" is important for interest and buy in.

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Especially in the sciences where numbers need to be converted and are displayed in symbols (i.e. division fractions are the same thing)

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Students may need a better lesson on idea of "framing a question" - or "what is it exactly I want to learn" while doing this "project"

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Using google sheets on a smart board and showing students where YOU (the teacher) get stuck, make errors, fix them, play around and try things - can also model the process.

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Showing students great examples of data visualizations was helpful

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Only a few students have really acquired the process knowledge to use the spreadsheet without feeling like we are starting over from scratch each time.

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Find ways to incorporate sheets earlier and more often in the course

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Students who became conversant with Google Sheets are impressed with how powerful a tool it is.

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It’s a little difficult for students to be excited about data that they know nothing about the purpose or context of, and glaze over quickly.

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Having students collect, interpret, represent and critique data sets and representations that are generated by themselves and their peers.

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Students think of data as a discrete thing, and not particularly a body of information

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Choices and boundaries - what is acceptable - and known, and that which is knowingly rejected.  What about what is - not even knowingly rejected? Tied into biases - that are unrecognized.

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CER - Repeated need to support Claim Evidence and Reasoning

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The concepts embedded in data literacy that teachers need to feel comfortable with in order to teach it.

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Learning through ‘errors’, troubleshooting, technical challenges, and recognizing each to overcome the concerns.

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“Cleaning Data Sets - students get to see how data can be made credible with multiple trials and averages, or can be manipulated by selecting particular data to promote an agenda.

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Using sensors so that they can be active participants in the collection and collation of data.

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Directly teaching graphing and step by step Google Sheets

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Relevance - making data relevant to students (i.e. asthma)

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There are inherent biases in any data

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Students better understand that there can be more than one answer

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Students may interpret numeric data as factual - and may not be aware that it can be skewed, or misrepresented.

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Direct instruction - explicitly stating and showing connections, repeatedly supports the students in developing awareness around the interconnectedness and effects and affects around data.

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Students are inclined to think of data as static, small and isolated ‘packets’ of information.

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The direct impact of the type of media used to gain information on surroundings and the environment - and how relevant, impactful or connected that is to their immediate livelihood.

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Students with math and literacy levels that are not on grade may have limited reading exposure on situations outside their immediate experience.

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Problems or solutions are based on the students’ direct experience and exposure to their environment.

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Showing them how Qualitative data can be just as important as Quantitative data

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Validity is important when depicting data.

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Showing them how sample size was really important, the smaller the data set, the less reliable the data set was.

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Show them how to use multiple styles of charts to depict different things.

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Once they realized the Google Sheets program does the computations automatically after the 1st time, they found it so much easier.

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Showing the students how to change the visualizations in the graph to make the data stand out more.

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Students are more interested/engaged in data - they have collected, versus graphics.

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There is variation in how students interpret data - students more comfortable or familiar with numeracy appear to be more observant to relationships between different amounts and quantities and what the numbers represent.

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Strategies for Teaching with and About Data

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Strategies for Teaching with and About Data

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Strategies, activities, and representations with which to best teach data literacy and how and why to work with data.

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Students' motivation and interest for learning with data, their misconceptions, and common difficulties for learning with and about data.

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Show students through their own lenses and give them representations from their own lives, have them collect their own data, and have them analyze their own data.

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Students' prior knowledge of data has always been presented as “scientific math stuff”

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Data is often viewed as a foreign language that requires a translator.  Once the students learn the tools of translation (Mean, Median, Mode and Range) they begin to learn the language.

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Making connections and correlations between things they see and hear allows them to begin to decipher the code

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Make connections with the personal lives to break down the barriers.

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The key to removing the fear of data is to show them how they are surrounded by it all day every day

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Students see data as numbers and often shut down when they come across data sets.

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Students know very little about data even though they work with it everyday

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Students liked and were all able to do the step by step google sheet assignment you provided

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How google sheets can be useful for personal decision making (budgeting, time management etc.) helped them connect to data

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Connect to current events

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Small group and one-one is much better for explaining and digging into areas with students who aren’t clear after a group lesson

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Students are computer savvy, which is a hook to build on.

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Students get overwhelmed by numbers

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Students' numeracy comfort is low