Effective teaching of data handling

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EDPR3006/EDP343 Assessment Two PortfolioMarketing Research and Data Analysis

Assessment

ULOs

AITSL
Portfolio (50 marks)

There are two parts to this assessment.

1. Write an inquiry task on an aspect of geometry suitable for use with Year 3, 4, 5, or 6 children. Write a lesson plan to introduce the inquiry activity.

2. Write an essay about effective teaching of data handling and probability based on constructivist principles and using an inquiry approach. Include a discussion of the key content as well as constructivist strategies and use of the proficiencies of the Australian Curriculum: Mathematics, in order to cater for diversity in the classroom.

 1, 4, 5, 6 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 5.1, 5.2, 5.3

 

General aspects

Word count – 2500 words (+/- 10%). This includes all text (headings, in-text citations, captions and direct quotes). All paraphrasing and all quotations must be cited, including page numbers. The word count excludes the Reference List. Appendices should not be needed for this assignment.

Use sub-headings. They organise your planning and to make it clear for the reader as to what is coming up in the discussion.

Inquiry task and lesson plan on geometry (20 marks)

Choose/develop an inquiry task suitable for Year 3, 4, 5, or 6 children that could be used over an extended timeframe and a number of lessons. Specify the year level at the outset. Write the inquiry task as an inquiry question or open- ended problem. The inquiry should cover an aspect of geometry – one aspect out of 2D shapes, 3D objects, transformations or location.

Examples of inquiry tasks have been presented during tutorials about each of the topics. You may choose to use one of them as the basis for your inquiry and modify it, or you may develop one from scratch.

Write a one paragraph rationale (approximately 100 words) to explain the inquiry task, why it is relevant to the selected year level, and describe briefly how the lesson series will develop over a period of time that is realistic for the chosen year level. Include this at the top of your lesson plan in the first expandable row.

Using the lesson planning structure required by your Professional Experience units (see the template that follows), write a lesson plan describing how you would introduce the inquiry task to a class. Ensure that there is a clear and specific learning objective, an engaging introduction, a range of clear and specific focus questions, obvious allowances for differentiation, and a clearly described opportunities for reflection.

Chapter 3 of Reys et al., 2020 is important, look for investigations and problem solving.

 

Lesson Plan Template

Rationale and background to this lesson

Curriculum area & Content

Content descriptions from the AC for the aspect/strand of Mathematics and for the host learning area

Objectives

By the end of this lesson, students will be able to:

Overall duration (time)

Student prior knowledge

Assumed or expected

Materials & Resources

Learning strategies & activities: introductory

Learning strategies & activities: developmental

Learning strategies & activities: concluding

Modifications

How you cater for differentiation

Assessment of student learning

Related to the stated objectives

Reflection

What will you reflect on in order to plan subsequent lessons

 

 

Teaching data handling and probability through inquiry (25 marks)

(NOTE: 5 marks are allocated for referencing over the whole assignment.)

Key content for teaching data handling and probability to primary children.

This includes the PCAI Cycle for data handling, the development of graph use, types of data collection, data organisation and data representation.

This includes the ideas of experiential, experimental and theoretical probability, and the language of probability.

Effective pedagogies for teaching data handling and probability which would achieve differentiation for a range of children

Select from the key content for data handling process and probability and discuss some good teaching activities that you would use to teach concepts in the selected area. It is not sufficient to simply name an activity (e.g., Dice Prisoners). You must briefly describe what happens in the activity in terms of the mathematics. Cite the source of your selected activity.

For data handling, this would include examples of the types of child-initiated data handling inquiries and how they might develop.

For probability, this would include examples of good investigations involving dice, playing cards, spinners, coins etc., and games.

It should be clear from the selected activities and strategies that they cater for differentiation for a range of children.

Teaching through inquiry

Discuss how the use of inquiry tasks, investigations, explorations, and/or problem solving can generate good contexts for teaching data handling and probability.

Describe one good inquiry task, investigation, exploration, or a problem that could be used to effectively teach some of the key ideas of data handling and/or probability.

In general

Refer to the PowerPoint presentations on data handling and probability for some ideas.

Refer to the First Steps in Mathematics Sample Learning Activities for Chance & Data.

Refer to the Reys et al. text

 

 

 

 

Pointers for the marking rubric

Provides a short rationale for, and a description of the inquiry task, and describes how the inquiry would develop over a series of lessons (5)

Writes a clear and comprehensive lesson plan for introducing the inquiry to a class of children. [Key elements are a clear and assessable objective that is linked to the assessment strategy, an engaging introduction, a range of strong focus questions, and a purposeful reflection.] (15)

Discusses the key content in the teaching of the data handling cycle to primary aged children. (5)

Discusses the key content in the teaching of the probability to primary aged children. (5)

Discusses some of typical strategies/tasks/activities that would be effective in teaching of data handling, and which would cater for differentiation in the classroom. (5)

Discusses some of typical strategies/tasks/activities that would be effective in teaching of probability, and which would cater for differentiation in the classroom. (5)

Discusses the benefits of teaching through inquiry and describes one example of a strong inquiry task, investigation, exploration, or problem. (5)

Discussion is linked to A.C: Mathematics, and FSiM Key Understandings, and is supported by reference to key sources. (5)

 

 

 

 

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