Teaching All Learners: Making Sense of

Supports in a Data Lesson

March 27, 2012

Feedback on Homework

Textbook Analysis (due May 8)

Directions (syllabus pg. 5)Trace how your textbook program develops the statistical

problem solving processCritique the lessons in term of the problem solving

process – discuss the strengths and weaknessesCritique the suggestions for differentiation offered in your

textbookSuggest other options for differentiation

Criteria for Grading for Analyzing Critiquing Lessons

Thoroughly address all four areas in your trace and or critiqueFormulating a question Designing a plan to collect appropriate dataAnalyzing the data by graphical and numerical methodsInterpreting the analysis

Criteria for Grading for Analyzing Critiquing Differentiation Suggestions

Thorough analysis of what the textbook offersCritique of strengths and weaknesses incorporates

information learned in classConsider clarity of directions, task demands, classroom

community

Suggestions should be realistic, grade level appropriate, and make connections to the problem solving processConsider descriptions of explicit instruction, focusing the

lessons, providing specific examples of support

Learning Intention (Alliance)

WALT: Develop an understanding of supports used to differentiate a data lesson

We will be successful when we can articulate how the supports address particular barriers students may have

Learning Intention (Lesson)

WALT: Compare predictions and actual data.

We will be successful when we draw conclusions comparing predicted and actual data

Getting to know your student

As a table groupRead the descriptionIdentify strengthsIdentify areas of concern

During the lesson, keep the above in mind

Preview the lesson Can You Catch Up?

Read the lesson Can You Catch Up? from the Navigations 3-5 Book

Identify the task demandsMath SocialLanguage Organizational

Note particular challenges your assigned student may have with this lesson (including using the worksheet)

One day there were three tomatoes walking down the street, a mama tomato, a daddy tomato and a baby tomato. Baby tomato is walking too slowly, so the daddy tomato goes back, steps on him and says:

KETCHUP!!!!!

Experience the lessonCan You Catch Up?

LaunchWe are going to have a race

• Temperature impacts

We will be conducting an experiment about a race

In today’s experiment, we will use what we know about

temperature to make predictions

We will gather data and draw conclusions

Task Card 1: Materials

Each table group needs1 plastic plate1 wedge1 marker1 rulerSeveral napkins

The Experiment: Can You Catch Up?

We will have a race with ketchup packets

In a 30 second race, will the temperature of the ketchup affect the length of its flow down a tilted plastic plate?

Task Card #2: Make a Prediction

1. Predict how far ketchup will flow in 30 seconds if it is Hot (H), Room Temperature (R), or Cold (C)

2. Draw a spot on your plate that shows your predictions in centimeters for the ketchup if it is Hot (H), Room Temperature (R), or Cold (C)

3. Record your predictions in centimeters on the chart

Recording Your Prediction

Length of the Ketchup Flow in Centimeters

Ketchup Temperature

Cold Room Hot

Prediction

Actual

Gathering Actual Data

You will be doing this experiment three times You will use one packet of Ketchup at a timeSqueeze the ketchup onto the letter for each

temperatureListen for three words

READY: Lift the plate flatGO: Tilt and plate and lean against the wedgeSTOP: Put plate down flat on the table

Measure how far the ketchup wentRecord the length on your chart

Task Card #3: Do the Experiment

Get the right ketchup packetLISTEN for directions

READYGOSTOP

MEASURE RECORD actual data

Task Card #3: Do the Experiment

Get the next ketchup packetLISTEN for directions

READYGOSTOP

MEASURE RECORD actual data

Task Card #3: Do the Experiment

Get the final ketchup packetLISTEN for directions

READYGOSTOP

MEASURE RECORD actual data

Task Card #4: Make the Graph

Identify categoriesSelect a scaleDraw and label axes Record data for predictions and actual resultsAdd a title

Drawing Conclusions

Determine the differences between your predictions and the results of your ketchup race.

Did your results support or not support your predictions?

What were some of the factors that may have influenced the results?

What are other questions that students could answer by looking at your bar graph?

Question StartersHow much farther.....?How many more… than …….?What is the difference between…… and ….?

Summing up

Predictions – are estimations based on knowledge.

Acutal – specific data that is used to validate a prediction and help to draw conclusions.

Learning Intention (Alliance)

WALT: Develop an understanding of supports used to differentiate a data lesson

We will be successful when we can articulate how the supports address particular barriers students may have

Turn and Talk

Make a list of ways in which the lesson you experienced differed from the written description

Consider your assigned students. Which of the supports modeled would have enhanced his or her learning and why?

Textbook Analysis

Think about the textbook analysis assignment.How could this experience tonight influence what

you look for as you examine the lessons in your program?