Chapter 2:
What strategies can we use to teach students to process and analyze data?
Embedded Files
When we encounter a graph or a visual, our brain goes through two main steps: identifying what we see, and interpreting what it means.
By breaking the thinking down into these steps, we can ensure ALL students have an entry point into the learning and we as teachers can scaffold and extend.
Your Task
Review the strategies below that teach your students how to analyze data by identifying what they see and interpreting what it means.
For one of the graphs or visuals you chose in chapter one, describe specifically how you'll teach students to identify what they see and interpret what it means. What activities and strategies will you use, and how will you know students have identified and interpreted?
Annotate and Caption Using the I2 Strategy
Annotate and Caption Using the I2 Strategy
From resources and publications from © BSCS Learning
Time Frame: 10 - 20 minutes (more time for gallery walk / stations)
Highlights
Step 1: Identify - students annotate what they observe on a graph or figure, including highs/lows, changes, trends, and differences with an arrow and a "what I see" comment (ex: "I see a downward slope from July to December)
Step 2: Interpret - students interpret and explain each "what I see" comment by writing a "what it means" comment (ex: the average temperature decreases between July and December)
Step 3: Caption - students write a caption or conclusion summarizing the graph or figure using a topic sentence and joining each "what I see" comment with its "what it means" counterpart
Possible Structures and Adaptations
Model the process for students with an example graph first; emphasize concrete data points / ranges in "I see" comments and reasoning in "it means" comments
Have several graphs posted in a gallery walk or in stations; students rotate through and write a "what I see" statement for a new observation or a "what it means" statement for an existing observation for each graph / figure
Have students record a video (in Schoology, Flipgrid, etc) instead of writing their caption or conclusion
Additional Examples / Reflections About I2 in Action
HO 2 - I2 Strategy.pdfNotice and Wonder
Notice and Wonder
From Boosting Engagement with Notices and Wonders © Copyright Edutopia
Time Frame: 5 - 10 minutes (more time for gallery walk / stations)
Highlights
students make observations based on facts as they notice and tap into abstract thinking as they ideate and wonder
helps kids slow down and focus on what's in front of them
can partner with others to see multiple perspectives
teacher gains insight into where students are in their thinking
students benefit from and gain confidence as they learn together
Possible Structures and Adaptations
individual, independent notice/wonder time first, then turn and talk with a partner
develop whole class list after partner turn and talk
use stations or a gallery walk where partners rotate and examine multiple visuals; students can record thoughts, fold or cover their thoughts, rotate, then review all groups' thoughts at the end
Boosting Engagement with Notices and Wonders © Copyright Edutopia. Standard YouTube License. (https://www.youtube.com/watch?v=yp0QORzzvSs)
Some notes of caution:
Investigate, don't obfuscate - critical thinking involves questioning claims and basing acceptance or rejection of a claim on sound data, evidence, and analysis; pathological skepticism results in excessive argumentation and rejection of claims even in light of sound evidence - there's a BIG difference, and a balance between skepticism and openness is crucial.
Resist the urge to use language like "debunking" and "myth-busting" and instead focus on investigating - some claims are valid!
Be wary of common pitfalls to reasoning, including confirmation bias and causation vs. correlation - teaching students about these pitfalls directly is incredibly helpful.
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