Category Archives: Approaches to Learning
Super-quick lesson idea for teaching datasets and presentation types. When processing data in Google Sheets, use the ‘Explore’ feature, highlighting parts of the dataset. Click here for an example (to save a copy, go to ‘file –> make a copy’).
For: Sciences, Maths
Thanks to Liz Durkin (@lizdk) for the reminder of this feature.
Questions to ask students
- What are different types of data (continuous, discontinuous)
- Why do we use graphical presentations of data?
- What information do we need to be able to present data clearly?
- Why are some data presentations suitable for some sets of data and not others?
- How are the ‘basic’ presentations of data limited? (or Why can’t I use a bar chart for everything?).
- How does my interpretation of the data change when I change the graph or chart type?
MYP ATL Skills
|Collect, record and verify data|
|Present information in a variety of formats and platforms|
|Process data and report results|
|Understand and use technology systems|
|Analyzing and Interpreting Data|
|Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.|
|Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.|
Here’s a quick lesson plan idea for tuning into inquiry using Google Earth Engine Timelapse*. It can provide a timelapse of change from 1984-present, based on satellite and aerial photos.
Ideal for: Individuals & Societies, Sciences, Interdisciplinary Unit
Global Context(s): Fairness & Development or Globalization & Sustainability
Key Concept(s): Change, Development, Interactions, Time-Place-Space
Related Concepts (I&S): Globalization, growth, resources, sustainability, causality
Related Concepts (Sciences): Environment, transformation, consequence, evidence
Find where we live and model See-Think-Wonder (Project Zero) on the timelapse from 1984-now. You might want to create a GoogleSheet with columns for each stage, to be shared with the class. Alternatively, get out some big whiteboards or butcher paper.
- See: look for general outlines, specific landmarks, big developments, interesting changes. Then dig deeper – compare the start to the end, or look for evidence of significant events in the time period. Keep pushing the ‘see’ until ideas are truly exhausted.
- Think: connected to the ‘see’ statements, note potential cause-effect relationships, sequences, consequences or other ideas. Keep going until this is exhausted.
- Wonder: finally build on the ‘see’ and ‘think’. What questions does this generate? Categorize and rank the questions.
- What lines of inquiry will you take to find out more?
- What can be found out by students and what needs to be explicitly taught?
- What unit-related vocabulary needs to be used and taught?
Approaches to Learning
- Access information to be informed and inform others
- Make connections between various sources of information
- Understand and use technology systems
- Practise observing carefully in order to recognize problems
- Interpret data
- Draw reasonable conclusions and generalizations
- Revise understanding based on new information and evidence
- Formulate factual, topical, conceptual and debatable questions
- Use models and simulations to explore complex systems and issues
- Identify trends and forecast possibilities
My class need to review the definitions and the way we approach some of these command terms, so here is the Command Terms presentation as a reminder. November sessioners – your exam is in one week! Maybe these resources will help.
Get practicing with those calculators, too.