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Thinking with Data: the Context

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Title: Thinking with Data: the Context


1
Thinking with Data A Cross-Contextual Approach
to Data Literacy
www.rcet.org/twd/index.html
2
TWD 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

3
Why 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
4
Data 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)
5
Preparation for Future LearningTWD Across the
Middle School Curriculum
6
The 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)
7
Social 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

8
Social 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.

9
Social 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.

10
Social 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.

11
SS 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.

12
Social Studies Module Overview
13
Mathematics Common Measure, Proportional
Reasoning Mathematical Arguments
Who has more?
A
B
C
14
Mathematics Common Measure, Proportional
Reasoning Mathematical Arguments
Do states that are more rural grow the most corn?
15
Mathematics Module Overview
16
Science The Water CycleImplications
Unintended Consequences
17
Science The Water CycleImplications
Unintended Consequences
To dam or not to dam?
18
Science The Water CycleImplications
Unintended Consequences
19
Science Module Overview
20
English Language Arts Persuasive Argument
data
data
data
data
Argument
21
English Language Arts Overview
22
Timeline
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
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