- This is a text-based STEM Inquiry, focusing on the mathematical standard of making inferences and justifying conclusions while evaluating reports based on data. The unit culminates in students presenting their findings comparing local to national data regarding the relationships between educational attainment and financial earnings.
- Education, Mathematics
- High School
- Grade 9, Grade 10, Grade 11, Grade 12
- Material Type:
- Unit of Study
- Kim Carter, Alaura Carson, Jen Spoerke
- Date Added:
- Creative Commons Attribution Non-Commercial Share Alike
- Media Format:
- Graphics/Photos, Text/HTML
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I've updated and fixed the student work links, so hopefully you can access work from each class now!
Statistics frighten me. :-) I wonder if students feel the same way? While I really like the anchor text, and it is far less daunting than others you could've chosen, I wonder if you could introduce the unit with a cartoon or less scientific reading instead of starting with a scientific anchor text? I do love the short survey at the very beginning of the unit. The questions are relevant and personal. But the EQ seems less so. Perhaps your EQ could be similar to the one Mona Chalabi raises in her TED video: "Why should we be skeptical of numbers?" Also, I wonder if students need more guidance as to expectations for the final product? While I love the idea of given students choice/voice in their final product, they may need models or examples.
To begin with, I think that the title of your resource is very intriguing (it made me want to investigate immediately)! Your topic, comparing local to national data regarding the relationships between educational attainment and financial earnings, is extremely contemporary and provides students with valuable information concerning their future.
Your anchor text, Annual Earnings of Young Adults, is such a valuable resource! Your 1st supporting text is also extremely current and relevant (I will be sharing it with our Stats teacher, who I work closely with. Thank you).
I feel as though your daily lesson pacing is very well defined and manageable. Also, providing students with flexible options for a multitude of presentation formats and audience choices was a great example of moving beyond a one size fits all approach. Using a variety of methods ensures that every student has the opportunity to explore what tools and procedures are conducive to their learning styles and increases the overall probability of success, not only on an individual basis but also within the classroom as a whole.
I would love to view the student work examples (currently your settings are set to private). I will be sharing your lesson with our math department!
This unit really helped me consider ways to become a stronger instructional partner with math teachers. When I first read your article, I hoped students would see the relevance to their own lives and futures. However, I also wondered how struggling readers would interact with the graph. I wondered what strategies you used to help them break down the data within the paragraphs and then the data on the charts. It seems as though students would need a lot of practice going between these two types of reading. Your reflection reinforced my questions. You wrote,
"I honestly don’t know any math teachers who have been taught or have been expected to develop reading literacy instructional skills." I think this is a hard skill.
Great work! I will be sharing this with others.
Thank you all for such thoughtful and insightful feedback. Your perspectives have helped me more clearly see the small wins along the way in this unit, while your suggestions point to manageable adjustments that sound like they could make substantive differences.
Great unit and reflection on student engagement. I liked how the anchor text was used several times and revisited it after other classroom discussions about reading statistics. The text dependent questions were excellent. It is interesting that the students weren't engaged in the topic. I wonder if an alternative text with another contextual emphasis could be used to increase student engagement but keep the depth and variety of graphical representations of statistics.
I like how they are comparing relevant data that might help them understand choices in the future. Have you thought about reaching to your science department to use data that the students have collected themselves.I have introduced in biology classes, especially in AP biology after the most recent rewrite, quite of bit of mathematical interpretation of for their raw data. My school's Stats teacher has become a valuable resource for me. In addition my students can receive credit for statistical analysis work of the data they collect in my class within their Stats class as an end of year project.
I thought your anchor text was awesome! I also experienced the same view of not liking the text with my students and I think it is unfamiliar to them and new so they don't want to try. That is interesting about how vocal your students are about the work if they like it or not. I cannot open the student work but would like to see the final projects.
Your rubric creates clear delinations between the different categories, making it easy for students to know the target they are striving to acheice. I wonder if under product (exemplary) your use of the descriptor of interesting is helping student to understand what needs to be done to reach this target. I often have a difficult time with what seperates proficient from exemplary so that I can write a clear and descriptive way for students to understand and acheive.
I really like your questions for the anchor and supporting texts. They challenge the students to think critically as well as guide their thinking for the rest of the unit.
Your daily lesson plan is clear and easy to follow.
I really like that you are having the students reflect at the end of the unit. I like that you are having them start reflecting as a group, I think this will help them get in the right frame of mind for their written reflections. I wonder if "6. Was this a good learning experience?" I wonder if changing the phrasing might help them give a more expressive answer, perhaps something like "How did this experience compare to other experiences in your math classes, in your other classes?".