technology & inquiry projects: what i’ve learned from teaching with data jennifer leimberer...
TRANSCRIPT
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Technology & Inquiry Projects:What I’ve Learned from Teaching with Data
Jennifer LeimbererChicago Public Schools: Boone, NKO Charter
LETUS Center, Northwestern University
ALM Project, University of Illinois at Chicago
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How & Why I Got Computers into My Classroom
• I wanted my kids to be analyzing all kinds of DATA!– Real-time earthquake data for science
– Primary documents for Social Studies
– Images: photographs, images from space
• Technology gave my students:– Access to data
– Tools to analyze it, and
– Ways to reflect and share
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What We Did at Boone
• 1st grant we wrote: 6 desktop computers– Why the classroom instead of the lab?
• Big school = Little access to a lab! (once every 2 weeks?)
• Wanted kids to have access when they need it & want it
• More access provides proficiency!
– Where to put the computers?• Started with them all on one wall – where the power plug was!
• Too many kids in too small a space!
• Spread computers around the room – lots of extension cords!
• 2nd grant: 8 laptops with wireless Internet
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Pictures of Classroom
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Pictures of classroom
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Pictures of groups presenting
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Inquiry Projects
• Struggle for Survival
• Growth Rate
• Hands On Universe
• Family History
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Example of a project:Struggle for Survival
• Students get a database– Finch population data– 5 years in Galapogos– Beak size, weight, field notes– What changes have happened in the population?– Why did some survive & others not?
• What I liked about this project– Got them into complex data– Many kinds of data: tables, scatterplots, bar graphs– Kids did not create the graphs, they interpreted them– Focus was on the analysis of data, making explanations
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Struggle Data Base: BGuILE
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Example of a project:Family History
• Story of their family’s immigration or migration– Why they left, what it was like, why they came– Interviewed family members, wrote letters back home
• Transcribed interviews – hard!• Scanned letters & annotated them: What did you find?
• Studied differences between cultural groups, histories– Internet research on their home countries’ histories– Became our History Fair projects!
• What I liked about this project– Students learned to choose good Internet sources– A very personal project, students connected, celebrated cultures– Their interviews became DATA: evidence for later research– Used their Social Studies data ACTIVELY, not passive history
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Example of a project:Growth Rate
• Every month collected data– Kids decided what to measure at beginning of year– Height, arm span, foot length, etc– Put data into Excel spreadsheet, added to it all year
• Every month did a different kind of analysis– What is “typical”? Mean, median, mode, etc– Where did I fit into the data set?– Comparing subsets within the class– Change over time, how kids grow differently (7th – 8th grade!)
• Every month took digital photo of themselves– Great affective connection: Personal connection to the math– With pictures, find student that is median height– Could do: scale, ratios (arm span to height)
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Example of a project:Hands On Universe
• Students get real telescope images– Planets, stars, galaxies, moons– Students request their own images
• We requested Jupiter every 60 minutes for one whole night
– Kids analyzed the images• Stacked them in software to measure movement• Determined speed of each moon• Which moon is which? What Galileo did
• What I liked about this project– Application of math to a real question: Which moon?– Analyzed their own images – like a real astronomer!– Kids had to come up with a real answer
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Tracking Jupiter’s Moons
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Tracking Jupiter’s Moons
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What We’ve Learned About Managing These Projects
• Small groups are great because ...– More kids are talking & sharing ideas
• Small groups can look for evidence for their own ideas• Kids’ conversation around the data is important!
– Differentiate instruction: Address different kids’ needs
• What will they turn in after computer time???– How do I know they were working? what they learned?
• Kids need to keep notebooks, screen captures, pictures
– Get the data OUT of the computer and INTO the room!• Student create a model, picture, graph, map – make it visible!• Gives teacher a chance to respond, assess, give feedback
• Have something to do while others are on the computers!!
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Bring the Data OUT of the Computer
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What did my students get out of these projects?
• Learning to do inquiry
• Play with REAL data
• More than "just the facts"
• They remember the experience
• Benefits for high- and low- students