Using Sheets for Collaboration

8. Determine which features you’ll need to utilize in sheets to support students in data analysis.

🟦 Look for trends and inconsistencies only

🟦 Sort A-Z Alphabetically if needed or Numerically to find numerical trends

🟦 Calculations (Count, Difference, Average…)

🟦 Filter by category

*The amount of data you have per period and the type will help you determine which features to use.

A-Z Sort is shown below.

Optional - Share the document again with the students in view only mode. What you want students to do with the data will determine if you need this step or not. You may still need the document to be in edit mode or you might find it to your advantage to share a digital copy with all students to manipulate the data independently.

9. Provide small group support in using the feature(s).

(Use this opportunity to model collaboration and critical thinking.)

Don’t assume students will automatically just hear you say, "filter your data" and run with it. Have them watch you do it first. I pulled small groups on the days prior to full class data analysis and discussion, to model the filtering feature in sheets. This not only gave me a chance to show students a practical feature of Sheets, but also allowed me to model how to lead a collaborative group. In the small group I delegated who would filter each period of data, and had each student practice filtering. Each student shared their individual class results with the whole group, and I presented questions to get them thinking about the data critically. “What do you notice? and What do you wonder? are good questions to initiate students thinking more deeply about the data. Give think time. You are not the leader to tell answers, you are a facilitator that waits and asks.

As the leader of the group, and their teacher, it is very important for you to wait until each student is done sharing what they see in the data, and then wait longer. Remember, they absolutely need time to think about the data and construct meaning from it before they'll know what they are going to say.

The wait time, coupled with the thinking time and getting to articulate their thoughts will give them an understanding about the data that they didn't have before. Listening to each of the other students share what they think by asking "...and what else?" will broaden what they know about the data even more. All of this gives the students the knowledge they need to write about their data accurately.

Filtered Data Show Below

*Using the filter feature and selecting only one choice from the selected column will focus the students attention on just one of the items being tested.

Pay close attention to which students share ideas and model including everyone in the conversation by asking a guiding question of any student who hasn’t shared an idea yet. Questions you could use are: What trend(s) do you see? What inconsistencies do you notice? What could you add to what has been said?

The most powerful words your can use in this small group are represented by AWE. I use these letters to remind myself to pose “and what else” to the group . When you remember to use those words and wait...…, you’ll see what I mean. The students have more to say about the data than you might think.

Depending on the level of academic abilities of the students in your group, you may even get students who can synthesize the information that they see almost immediately and tell you what claim can be made. In this situation, and even those above, it is important that you have the student explain their reasoning to the group so all the students can benefit from the thinking that student went through to arrive at their conclusion.

Make sure to have other activities for the rest of your class to be working on when you pull small groups. In the past I have used these types of items in a playlist format: vocabulary practice with Quizizz or Quizlet, content delivery through Edpuzzle. Even a formative worksheet that the group can self check with a key you provide will work for 1 group. Always remember to chunk you content. Whatever the students are working on, make sure that it is not 1 activity for the whole period. Also, whatever you choose, make sure it is an option where the rest of the class will not need you to provide support to accomplish the task. You'll want to give your full attention to the small group you are leading.

Student Collaboration and Discussion

After the students had had a chance to meet with me in a small group, the following day of class was used to analyze and discuss data. I organized the students in groups of 3-5 based on their ability level, and then had them choose: a group leader, which students would be filtering which period of data, a member to keep track of any trends or inconsistencies they found, and a spokesperson for the group.

I kept track of time while they collectively filtered data and thought critically about their findings. Each spokesperson shared their group's findings, and I asked elaborating questions as the need arose. I made sure that each group had a chance to comment, and wrapped up the discussion by explaining the connection between trends in data and claim(s) that could be made. The students were now very well prepared to start writing their CER paragraphs the following day.