Subject(s): Math Grade Level(s): 7 Abstract: Students will act as surveyors to determine what the theme/activities should be for the next school-wide incentive. They would be required to survey an appropriate sample size in an unbiased way that represented the overall population, include ideas about what some other schools are doing, analyze the data, and then present their product in the form of an idea pitch to the principal/counselor. The presentation would be group made and include not only predictions about what the general student body prefers, but possibly include some differences between grade-levels or gender. The task would be authentic/meaningful because everyone would get to experience the results of their pitch. Learner Description/Context: The learning would mostly take place in the classroom where students have Chromebooks, and access to Google features. Then when they determine their sample size and how many students from each grade level to survey, they would have to spend some time out of their math class to complete the surveys. For example they could conduct their survey of students in other math classes during class, conduct their surveys during breakfast in the morning where all grade-levels are present, conduct their surveys at each grade levels lunch, or do an online voluntary-response survey. Although I work with students of different academic levels, many of my students experience a lack of connection with the school. There is not much emphasis on academic excellence in their homes which means teachers are constantly finding creative ways to increase interest in academics, which in turn increases motivation. All students know about the regularly scheduled school-wide incentives so the context of the survey would be familiar to everyone. Many of the students that are academically disconnected are very social and highly opinionated and this project would teach them a more positive way for their voices to be heard. Initially the students ideas would mirror their likes, or what appeals to them culturally, but research would have to be related to what appeals to most of the middle school students. Time Frame: I predict that the learning experience would take the entire unit (about 4 weeks) to complete as the students develop their understanding of samples, survey methods, and analysis methods. Most of the learning experience would take place in the classroom, outside of the actual surveys. Standards Assessed: I would be addressing all of the 7th grade statistics standards: Use random sampling to draw inferences about a population. 7.SP.1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7.SP.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. Draw informal comparative inferences about two populations. 7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. Jo Williamson, Ph.D., Kennesaw State University
Engaged Learning Project
7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations NETS-S 1. Creativity and Innovation 2. Communication and Collaboration 4. Critical Thinking, Problem Solving, and Decision Making Learner Objectives: By the end of the engaged learning project students should be able to analyze data, and understand how to compare data findings to make a decision about a related population. Students would also learn how to use productivity tools to organize data, to collaborate with peers on a project, and to present an idea to an audience in a visual and written form. The hook or Introduction: I would first pose a question to the students, If you had the opportunity to plan one of the school incentives, what would you do? What kind of activities would you provide? I would allow the students some time to discuss their ideas, and then ask them more specific questions such as How would you include all the other students? What if people do not have the same interests as you? What could you do then? This conversation would lead to the discussion about using statistics as a way to answer questions involving a population. Process: The students will complete their project gradually as an application of learning 2 to 3 substandards/elements each week. The students would receive a combination of direct instruction and collaborative learning for each lesson using various resources in addition to our 7th grade math textbook. Then after receiving instruction, working collaboratively with peers, and receiving feedback from small formative assessments, students would apply their knowledge to their project. The formative assessments would be in the form of short paper quizzes, or short electronic quizzes using Google Forms or Socrative, similar to any other unit formative assessments. For example as we discuss the measure of center that best represents a population, students will apply this information to their project. When the students are demonstrating their understanding through the project, I will be there for support and to check-in with each group or individuals who struggle with the math. Then the project will be paced with a checklist that matches the progression of standards in the lesson. The first activity would be to learn about different survey methods and creating an unbiased survey, because the first project task would be to survey their peers. I will be teaching the material and assessing the skills/concepts each week so the students are applying their understanding appropriately. This would also require for me to check in with each group weekly and provide feedback on their progress and how they are collaborating. I would also provide a student checklist so students can constantly monitor their project progression goals each week and not get off track. The students are choosing how they survey their peers, how they analyze their information, and how they present their conclusions. Once everything is complete the students can choose to put their school-wide incentive idea in a Google Presentation, or use something different such as Prezi or PowToons. Product: The end product is that the students will be able to have their voices heard by either the principal or the school counselor who actually plans the school-wide incentives, and then they would get to experience the results of the plans they pitched. The students appreciate the incentives but many times have opinions afterwards about what activities or themes we could have. Technology is heavily integrated in the project as students could use technology for their survey, their data collection/storing, and for their data analysis. The students could broadcast their survey and results on the morning announcements Jo Williamson, Ph.D., Kennesaw State University
Engaged Learning Project
using the schools YouTube page. They would also use technology for their presentation. Before submission the students would complete a self-assessment using a Google Form asking about how they think the project related to statistics and inferences in addition to the type of grade they feel should be issued. Through this form the students would also have the opportunity to discuss how their group worked together throughout the project. The students would lastly summarize their project in a more formal writing process by collaborating with the language arts teachers using this summary as a writing prompt in that class and receiving feedback. My assessment of the project would be in the survey method they chose, and how they analyzed, compared, and displayed the data. Afterwards, the chosen incentive plan would be enjoyed by the entire student body. In addition their presentation and pictures from the incentive they planned will be shared on the math and school website. I would also share the completed presentation/video with the other middle schools in our district to show how they could plan a school-wide incentive. I will assess the product based on the data collection, data analysis, data inferences, and presentation. Indicators of Engaged Learning The highest indicator of engaged learning is that the project would be authentic/meaningful because their product would extend beyond the classroom. The project would also be standards-based and challenging, but student directed. Instead of having a traditional lesson about statistics, which is difficult for my students to relate to because they are not used to conducting meaningful surveys, they would get to learn while doing. Lastly, the project would be performance-based as it would extend beyond the classroom and have a real audience. The indicator I would like to strengthen would be how to make it multidisciplinary. Obviously they would have to use reading, writing, communication skills, but it would be great to extend this to subjects other than math. Technology Use: Students will have to use a survey tool such as a Google Form, a data organization tool such as Google spreadsheets, and a presentation tool (Google Presentations, Google Sites, PowToons, Prezi, etc). I will provide these as suggestions since all my students have access to these collaborative tools, but will be open to other forms of organization or presentation tools for more advanced groups. This supports the collaboration and student-directed indicators of engaged learning. References and Supporting Material: The assessment of the project would require a rubric and for some low learners a sample project for them to refer to. The rubric would be a simple 4 point scale rubric assessing the students on complete data collection, the accuracy of how the data was analyzed, how well their inferences related to the actual data collected, and the appearance/completion of a presentation. This can be created using iRubric Lepi, K., (2013) 3 Rubric Makers That Will Save You Time And Stress retrieved April 23rd 2015 from http://www.edudemic.com/time-saving-rubric-makers/