Title: Thinking with Data: the Context
1Thinking with Data A Cross-Contextual Approach
to Data Literacy
www.rcet.org/twd/index.html
2TWD Modules Materials
- Four 2-week, integrated replacement modules
- For implementation in 7th grade social studies,
mathematics, science, and English Language arts
classes - Designed to develop students deep understanding
of data literacy across the curriculum. - The modules will address issues of data
representation, common measure, and proportional
reasoning using real data in discipline-specific
problem-solving contexts - Grounded in a preparation for future learning
(PFL) pedagogical approach - An overall data literacy assessment, and local
assessments
3Why Data Literacy?
We use data every dayto choose medications or
health practices, to decide on a place to live,
or to make judgments about education policy and
practice. The newspapers and TV news are full of
data about nutrition, side effects of popular
drugs, and polls for current elections. Surely
there is valuable information here, but how do
you judge the reliability of what you read, see,
or hear? This is no trivial skilland we are not
preparing students to make these critical and
subtle distinctions. -- Andee Rubin
4Data Literacy Standards
Data literacy requirement MS standards SS (NCSS) MS standards math (NCTM) MS standards science (NSES) MS standards ELA (NCTE)
Formulate and answer data-based questions Formulate historical questions, obtain data, question identify gaps in data construct sound interpretations Formulate questions, design studies collect data about characteristics shared by 2 populations, or different characteristics within 1 population Identify questions that can be answered through scientific investigations develop the ability to refine refocus broad ill-defined questions Conduct research on issues interests by generating ideas questions posing problems
Use appropriate data, tools, representations Use appropriate geographical tools such as atlases, database systems, charts, graphs maps to generate, manipulate interpret information Select, create use appropriate graphical representations of data discuss understand the correspondence between data sets their representations Use appropriate tools techniques to gather, analyze interpret data, guided by the question asked the investigations designed Gather, evaluate synthesize data from a variety of sources to communicate discoveries in ways that suit their purpose audience
Develop and evaluate data-based inferences explanations Encourage increasingly abstract thought as learners use data apply skills in analyzing human behavior in relation to physical cultural environments. Use observations about differences between 2 or more samples to make conjectures about populations, formulate new questions, studies to answer them Formulate questions, design execute investigations, interpret data, use evidence to generate explanations propose alteratives critique explanations procedures Use spoken, written visual language to accomplish purposes (eg. learning, enjoyment, persuasion exchange of information)
5Preparation for Future LearningTWD Across the
Middle School Curriculum
6The Context World Water Issues
"The Earth, with its diverse and abundant life
forms, including over six billion humans, is
facing a serious water crisis. All the signs
suggest that it is getting worse and will
continue to do so, unless corrective action is
taken. The crisis is one of governance,
essentially caused by the ways in which humans
have mismanaged water. --World Water
Development Report (United Nations, 2000)
7Social Studies Fair Allocation of Water
in the Tigris/Euphrates River Basin
- Cradle of civilization
- Water shared by critically important to 3
countries not enough water to meet needs - Ongoing modern conflict around differing notions
of water rights sovereignty over resources
vs. historical rights
8Social Studies Considering Differing Position
Statements
- Turkeys position
- Turkey is basing its claims on the sovereignty
principle. It is saying that the rivers are
transboundary, meaning that it has control over
the rivers while they are in Turkey, just like
other natural resources such as oil or coal. - Suleyman Demirel (President of Turkey) at the
1992 dedication of the Ataturk Dam Neither
Syria nor Iraq can lay claim to Turkeys rivers
any more than Ankara could claim their oil The
water resources are Turkeys, the oil resources
are theirs. We dont say we share their oil
resources, and they cant say they share our
water resources.
9Social Studies Considering Differing Position
Statements
- Syrias position
- Syria argues they've always used the water from
the Euphrates and their right to use it should be
no different today or in the future. They say it
is an international river, and Turkey should not
be able to decide on its own how much water from
the Euphrates flows into Syria and Iraq. This is
called the historical principle. - Syria wants to share the water in the Tigris and
Euphrates through a mathematical formula with
each State shall declaring its demands on the
rivers separately.
10Social Studies Considering Differing Position
Statements
- Iraqs position
- Iraq also argues the historical principle, that
they have been using the water from the Tigris
and Euphrates for thousands of years, that they
are international rivers, and Turkey should not
be able to decide on its own how much water from
the Tigris and Euphrates it will let flow into
Syria and Iraq. - Iraq wants to share the water using a different
mathematical formula. Each country will notify a
three-country committee of its water demand for
each project that is completed, under
construction, or planned. The committee will then
calculate the demands for water and decide. In
addition, Iraq wants Turkey to release more water
in the Euphrates river, to be more equitable and
fair.
11SS UN Convention on the Law of the
Non-Navigational Uses of International
Watercourses
- GENERAL PRINCIPLES (Article 5)
- Watercourse States shall in their respective
territories utilize an international watercourse
in an equitable and reasonable manner. In
particular, an international watercourse shall be
used and developed by watercourse States with a
view to attaining optimal and sustainable
utilization thereof and benefits therefrom,
taking into account the interests of the
watercourse States concerned, consistent with
adequate protection of the watercourse. - 2. Watercourse States shall participate in the
use, development and protection of an
international watercourse in an equitable and
reasonable manner. Such participation includes
both the right to utilize the watercourse and the
duty to cooperate in the protection and
development thereof, as provided in the present
Convention.
12Social Studies Module Overview
13Mathematics Common Measure, Proportional
Reasoning Mathematical Arguments
Who has more?
A
B
C
14Mathematics Common Measure, Proportional
Reasoning Mathematical Arguments
Do states that are more rural grow the most corn?
15Mathematics Module Overview
16Science The Water CycleImplications
Unintended Consequences
17Science The Water CycleImplications
Unintended Consequences
To dam or not to dam?
18Science The Water CycleImplications
Unintended Consequences
19Science Module Overview
20English Language Arts Persuasive Argument
data
data
data
data
Argument
21English Language Arts Overview
22Timeline
initial materials development initial assessment
development
refinement of materials pilot testing in ATT
classroom
further refinement of TWD materials
data analysis final revisions dissemination
1/07
9/07
6/07
1/08
6/08
9/08
1/09
6/09
9/09
Advisory Board input teacher training input
creation of TPD materials Advisory Board input
field testing in 2 Ohio middle schools