![]() It is good to think about any demographic data that would be useful as well, e.g. A suggested option for the class is to develop an online questionnaire where students can input their responses to all the groups different survey questions (from their individual data card), for example, using Google Forms. This reduces the amount of time needed to collate data and the data can be downloaded into a.For categorical variables, the station will include the survey question with any response options. See for example the data cards used in the 2019 CensusAtSchool survey. A recording card can be used to record individual student responses. Measurement stations could be set up around the room for students to make their measures for the different survey questions designed.See session 2 in Crunch the Coach and particularly the data collection stations for additional ideas.Exploring the guide on how to make measures for the CensusAtSchool questionnaire. The guide provides ideas on how to measure numerical data.Get students to develop a survey question with instructions to collect their measure (numerical and categorical). Discuss ways to collect and record the data considering that every group will have data they want to collect.PLAN: Planning to collect data to answer our investigative question Some groups might want to explore a categorical variable. This is ok as later they will have to do a measurement variable. height, arm length) and the group of interest (the class). They should identify the variable of interest (e.g. Support the students to develop an appropriate investigative question to ask of the data. Students to form small groups and select one attribute to measure (each group to select a different attribute).Would the investigative question we pose involve everyone in the group (e.g.What would be the purpose of asking about the measurement/idea that you have? If it is not purposeful then reject the idea.Would you be able to collect the data to answer the investigative question in the timeframe we have (specify)? If not reject the idea.Can we collect data to answer an investigative question based on this measurement/idea? If not reject the idea.Is this a measurement/idea that the students in our class would be happy to share information with everyone? If not reject the idea.Once the initial brainstorming of ideas is done interrogate the ideas by checking them using the following questions:.Ideas from this prompt may tend to be more categorical variables. Ask what other things school uniform or sportswear manufacturers may be interested in to help with their creation of clothing or footwear.Students who do not want to be measured could become the measurer for a measurement station. Ideas around the ethics of data collection are attended to in 4. Note: that some students may be sensitive about being measured. Ideas from this prompt should mostly be numerical (measured) variables. Brainstorm things that could be measured and compared (height, head circumference, arm span, handspan, foot length).Research online information about sizing guides as well. Introduce differences in sizes by asking for volunteers and standing two students up to discuss what about them could be measured to inform clothing or footwear producers. Tell the students that school uniform manufacturers may be interested in information about different body sizes.PROBLEM: Generating ideas for statistical investigation and developing investigative questions For example, replace school uniforms with clothing for sports teams or cultural groups. the statistical enquiry process can be applied to many topics and selecting ones that are of interest to your students should always be a priority. ![]() The context for this unit can be adapted to suit the interests and experiences of your students. providing teacher support at all stages of the investigation.using collaborative grouping so students can support each other and experience both tuakana and teina roles.encouraging sharing and discussion of students' thinking.providing prompts for writing descriptive statements.setting up blank CODAP documents with the data already in and some graph blanks ready to use for students.varying the type of analysis – and the support given to do the analysis.varying the type of data collected categorical data can be easier to manage than numerical data.The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to support students include:
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