IDENTIFICATION. PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments. Project teaching sequence DEVELOP STATISTICAL STUDY

Transcription

1 PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments IDENTIFICATION Project teaching sequence DEVELOP STATISTICAL STUDY TITLE AUTHOR(S) Jordina Bartolomé Mateu With the support of Jack Roche (English language assistant) COE Level High School Grade 3 rd grade of ESO Content areas Mathematics, Computer Technology, English Number of sessions 6 Teacher(s) involved Jordina Bartolomé (Mathematics and Computer Technology teacher), Jack Roche (English language assistant) Key words Statistic study: surveys, statistic parameters, tables and graphics.

2 INTRODUCTION TO THE PROJECT TEACHING SEQUENCE Sometimes, in our environment, we are supposed to take some decisions: for example, imagine that in your class you are planning to do a final course trip; but you don t know where you all prefer to go. Another situation could be that in our neighborhood, the City Hall wants to build a new sports pavilion, but they are not sure which sports tracks are better to construct. In some occasions, to choose the best option, it s really necessary that we know the others opinion! These situations might us need to develop a statistical study, so we can analyze the results and take the best decisions. Driving question: How can we determine people s opinion? GOALS Students might have to: 1. Discuss, share opinions and reach an agreement to decide a topic to make a statistical study. 2. Create and carry out a interview, using the proper statistics variables and parameters. 3. Ask questions to different people in English and show an active listening attitude. 4. Read into the answers or responses of the interviews and organize the collected data. 5. Create a statistic table to organize the different data, and apply properly the different formulas to obtain other needed data. 6. Create a statistical table to organize the different data, and apply properly the different formulas to obtain other needed data. HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS? Teacher will measure if the goal has been assumed by: 1. Approve the survey theme focusing on why it is interesting to study. Check if the students have thought about it. 2. Make sure they have written the right different types of questions in the survey, recognizing the different statistical parameters. 3. Find out if the student is able to communicate in English, explaining what are they doing to the people interviewed. 4. Check if the student understands the answers given and can catalogue and categorize the data obtained. 5. Inquire whether the student creates a proper statistical table in Excel, and applies and calculates the statistical formulas. 6. Inquire whether the student creates a proper statistical table in Excel, and applies and calculates the statistics formulas.

3 7. Create some statistical graphics, using in each case the most convenient type. 8. Analyze the data, the graphics and the results obtained and draw conclusions. 9. Make a presentation, talking in front of the class and explaining your work. 7. Search if the student know how to create a graphic, and if he choose the most appropriated for each case, 8. Inquire whether the student is able to interpret the graphics obtained and analyze the results, writing their own conclusions. 9. See if the student can communicate their ideas in English, speaking about the conclusions and explaining them in front of the class. FINAL PRODUCT What is the final product? Oral exposition by groups, with a digital support presentation (Power Point, Prezi, video, etc) of all the process of their statistical study and the interpretation and explanation of the results. KEY COMPETENCES 1 Linguistic communication 2 Cultural awareness and expression 3 Digital competence 4 Mathematical 5 Learning to learn 6 Sense of initiative and entrepreneurship 7 Interaction with the physical world 8 Social and civic competences

4 CONTENTS (Knowledge and Skills) TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS 1. DECIDE THE THEME: The teacher will start introducing different 1. Listen, read and look at different situations that make us need to situations that make us need to develop a statistical study. develop a statistical study. The students will discuss and decide by groups what do they want Group brainstorming, give and share opinions, discuss, decide and to do the study about and why, and what will be the population reach an agreement. and the sample of their study. Select the population and sample for the study. 2. VARIABLES SELECTION: The teacher will provide the keys to select 2. Decide and select the questions for the survey. the variables to write a proper questionnaire. Students will create Check the vocabulary and the grammar to construct and write the and write a statistic survey. questionnaire. 3. DATA COLLECTION: Students will collect the data asking the 3. Ask questions in English, listen and understand what people say, questions to several people. They will record some of these oral and write down the answers. surveys in a video or an audio track. Record some of the interviews and edit the track or the video. 4. DATA ORGANIZATION: The students will be given the instructions 4. Create statistic tables in Excel, reading and understanding the with the steps to follow to create a statistic table in Excel, so they instructions given. can easily organize the data, use the proper formulas and calculate Interpret and organize the data, understand, apply and solve the the parameters that they are going to need. formulas and calculate the results. 5. INTERPRETATION OF RESULTS: To make the interpretation of 5. Understand the different parameter obtained, decide which results, they will need to create different graphics, analyze them graphics are the proper ones to create, and discuss and analyze and take conclusions. the results. Give opinions and obtain some conclusions. 6. PREPARE THE PRESENTATION: With all that information and all the 6. Decide which digital support is the best we can use to make our steeps followed to realize the study, they will prepare a presentations. Organize the information to explain all the process presentation, using a digital support. that we have done, and synthesize and display the final results. 7. FINAL PRESENTATION: At the end, each group of students will 7. Speak and communicate with our class mates in English. Present present in front of the class their statistical study and the results our study, explain the results obtained. Ask questions and give an individual assessment of the other group presentations.

5 CONTENT-OBLIGATORY LANGUAGE - Statistical expressions: population, sample, average, median, mode - Mathematical operations: addition, subtract, multiply, divide, square, square root - For the questionnaire: survey, interview/ What is your favorite? Which is the last thing? When do you? How many times do you? How often? - For the Tables in Excel: variables values/ values range/ interval / absolute frequency / relative frequency / median / typical deviation - For the oral Presentation: Our project is about / Our main objective is to investigate about / We found out that / Our conclusions are / Thank you for listening / Thank you for your attention / Do you have any questions? - For the co-assessment: actively participate / Had made their task / search for information / share / show interest / peer and team work / respect the others opinion PERSONAL and EMOTIONAL DEVELOPMENT - Collaborative work awareness: working in small groups and in peers will encourage the students to participate more in the project, feeling less pressured than if they did it individually. They must share their opinions, listen to each other, discus and get to an agreement, giving the best of them. - The need to record some of the interviews can make the students enjoy the activity more and be more motivated. - Show there is a process and reflection on your learning process. - Teacher will assess the students in the group giving them one good thing and one bad thing to improve. Teacher s input: Students output: MATERIALS and RESOURCES - give some examples of different situations that make us need to develop a statistical study - provide the keys to select the variables to write a proper questionnaire - instructions with the steps to follow to create a statistical table in Excel - mathematical theory already given in class - group work diary - survey questionnaire (Word) - statistical table and graphics (Excel) - video or sound recordings of the interviews - Final presentation in Power Point, Prezi, or any other media - Co -assessment grid

6 You can consult the following books: - Matemàtiques 3r ESO, Editorial Barcanova - Matemàtiques 3r ESO, Editorial Cruïlla REFERENCES COMMENTS - Heterogeneous distribution of the groups to attend diversity and other promote cooperative work. - Role assignment when setting the groups - Positive feedback to foment students learning process - Teacher s follow up of the group work - Teacher becomes a facilitator, another resource for the student ACKNOWLEDGMENTS

7 UNIT OVERVIEW Session Activities Timing Skills Interaction CMC Assessment 1 2 Introduce the project. Present different situations that make us need to develop a statistical study. 15 min Create the groups (3/4 students) 10 min Oral Explain the group roles distribution Discuss and decide the study topic, the population and the sample of our study. Get the teacher approval Fill in the learning diary and the assessment grid. Read the concepts and vocabulary revision, and the examples for the surveys questions. Decide what we want to know and select the variables for our survey Develop the questionnaire, checking the vocabulary, grammar and spelling. Decide the possible answers. Fill in the learning diary and the assessment grid. 5 min 20 min Listening oral Oral writing Oral writing Teacher-led Class group Class group Small group Small group Learning diary Small group Learning diary Teacher assessment 10 min writing individual Learning diary Peer-assessment 10 min 10 min 30 min listening reading oral writing oral writing Teacher-led Class group Small group Small group Learning diary Learning diary Word Teacher assessment 10 min writing individual Learning diary Peer-assessment

8 3 4-5 Read the concepts and vocabulary revision. Decide the roles to develop the interviews. Interview/surveying people and record (video or audio) some of them Fill in the learning diary and the assessment grid. Finish the interviews/surveys, dividing the work into the members of the group. Read and understand the instructions with the steps to follow to create a statistical table in Excel Create a statistical table for each question in Excel. Read the surveys to collect the data and organize it in the different tables and calculate the different parameters Create some graphs to express the results and easily analyze them. Interpretation of results and writing of conclusions and personal opinion. Fill in the learning diary and the assessment grid. 10 min 35 min listening reading oral Oral listening writing recording Teacher-led Small group peer Small group Learning diary Surveys Video camera Mobile phone Teacher assessment 10 min writing individual Learning diary Peer-assessment Homework 10 min Oral listening writing recording Oral reading Individual peer Small group Teacher-led peer 20 min writing peer Excel 30 min 30 min 20 min Reading Writing calculate Writing drawing Oral writing peer peer Peer Small group Surveys Video camera Mobile phone Learning diary Questioners Excel Excel Excel Word 10 min writing individual Learning diary Peer-assessment

9 4-5 6 Read and understand how to do the project presentation. Decide which digital support is better to use. Edit the recorded interviews, so you can show them in the presentation. Prepare the presentation explaining all the process to develop the survey. Decide who is going to explain each part of the presentation and how. Insert in the presentation the tables and graphs created by the other two members of the group. Write down the Interpretation of results obtained, the conclusions and the personal opinion. Fill in the learning diary and the assessment grid. Read, listen and understand some advice to do a proper oral presentation and the peer-assessment Present in front of the class the statistical study and the results obtained. Evaluate your classmates, focusing in a list of given items. 10 min 20 min 30 min Oral reading Oral viewing Oral writing Teacher-led peer Peer Peer Learning diary Movie Maker Power Point, Prezi, etc 10 min oral Peer Learning diary 20 min 20 min Oral writing Oral writing peer Peer Small group Power Point, Prezi, etc. Power Point, Prezi, etc. 10 min writing individual Learning diary Peer-assessment 10 min 10 min x 4 Reading listening Oral acting Teacher-led individual Small group Learning diary Power Point, Prezi, Movie Maker, etc 10 min writing individual assessment grid Teacher assessment Teacher assessment peer-assessment

10 SESSION-BY-SESSION PLANNING: SESSION 1 SESSION 1 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping Activity 1 (warm up) The teacher will elect what students know about Statistical Studies, presenting them the driving question. start explaining the project, introducing the driving questions and giving some examples of different situations that make us need to develop a statistical study. Then will create the groups. Speaking: - Conversation: between the teacher and the class. Writing: - Non-linguistic output: show a listening attitude and share opinions and thoughts. Listening: listen to teacher s explanation and the partners contributions. Reading: - Viewing: - Introduce the project and the driving question. Creating groups. 20 min Individual work: - Peer/small group interaction: - Teacher-led interaction: teacher gives explanations to the group class, asking opinions to the students. CMC (Computer Mediated Communication) Material Presentation of the Group Learning Diary

11 Assessment Self assessment: Peer-assessment: Co-assessment: Teacher assessment: SESSION 1 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping Activity 2 (practice) The students will discuss and decide by groups what do they want to do the study about and why, and what will be the population and the sample of their study. Speaking: explain to the teacher what our study is going to be about. Conversation: with the members of the group. Writing: ideas about the topic of our study, the population and the sample of it. Non-linguistic output: integrate your own idea with the others thoughts and judgments, cooperate and work in group. Listening: listening to the other student s opinion and to the teacher s corrections. Reading: and viewing the examples given by the teacher. Viewing: What do we want to study for our survey? About what we would like to know people s opinion? population, sample, etc. 25 min Individual work: Peer/small group interaction: students help each other while completing the activity. Teacher-led interaction: teacher walks around, interacts with the students and provides feedback. CMC (Computer Mediated Communication) Material Learning Diary Session 1 (Concepts and vocabulary revision)

12 Assessment SESSION 1 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) - Material Self assessment: Peer-assessment: Co-assessment: Teacher assessment: Teacher provides feedback while the students are working on their own Learning Diary. Activity 3 (wrap up) By the end of the session, the secretary and the assessment student will need to write in the Group Learning Diary: Secretary: write down what has been done and decided in class and how, and what reminds for the next day. Student in charge of assessing: evaluate the other members of the group and their individual and collaborative work, filling in the different assessment grids given. Speaking: Conversation: Writing: the work done in class / the individual assessment for each member of the group Non-linguistic summarize, give your own opinion, thoughts and judgments, evaluating their work and cooperation. Listening: Reading: the learning diary instructions / the assessment grid given Viewing: Summarizing and Reflection Actively participate / made your task / search for information / share / show interest / pear and team work / respect the others opinion 10/12 min Individual work: done by the secretary and the assessment student for this session Peer/small group interaction: Teacher-led interaction: Learning diary Session 1 (Day work and Assessment grids)

13 Assessment Self assessment: Peer-assessment: one student evaluates the work of the other members of the group, filling a given grid. Co-assessment: Teacher assessment: SESSION-BY-SESSION PLANNING: SESSION 2 SESSION 2 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping Activity 1 (warm up) Students will listen to the teacher explanations, and read the concepts and vocabulary revision, and the examples for the surveys questions. Speaking: with the other members of the group Conversation: between the teacher and the class Writing: - Non-linguistic output: show a listening attitude and share opinions and thoughts. Listening: listen to teacher s explanation and the partners contributions. Reading: the explanations given in the Learning Diary Viewing: - Introduce the project and the driving question. 10 min Individual work: - Peer/small group interaction: - Teacher-led interaction: teacher gives explanations to the group class, asking opinions to the students. CMC (Computer Mediated Communication) Material Learning Diary Session 2 (Concepts and vocabulary revision)

14 Assessment Self assessment: Peer-assessment: Co-assessment: Teacher assessment: SESSION 2 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) Activity 2 (practice) The students will discuss and decide by groups what they want to ask in their questioner, and which kind of variables are they going to use. Then, they will develop the survey, writing the questions and giving the possible answers. Speaking: Conversation: with the members of the group. Writing: the questions and answers of the survey Non-linguistic output: integrate your own idea with the others thoughts and judgments, make decisions Listening: listening to the other student s opinion and to the teacher s corrections. Reading: the questions to the members of the group Viewing: Variables selection: what are we going to ask and analyze? Which questions should we make? survey, interview/ What is your favorite? Which is the last thing? When do you? How many times do you? How often do you? 40 min Individual work: Peer/small group interaction: students help each other while completing the activity. Teacher-led interaction: teacher walks around, interacts with the students and provides feedback. Word Material Learning Diary Session 2

15 Assessment SESSION 2 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) - Material Self assessment: Peer-assessment: Co-assessment: Teacher assessment: Teacher provides feedback while the students are working on their own Learning Diary. Activity 3 (wrap up) By the end of the session, the secretary and the assessment student will need to write in the Group Learning Diary: Secretary: write down what has been done and decided in class and how, and what reminds for the next day. Student in charge of assessing: evaluate the other members of the group and their individual and collaborative work, filling in the different assessment grids given. Speaking: Conversation: Writing: the work done in class / the individual assessment for each member of the group Non-linguistic summarize, give your own opinion, thoughts and judgments, evaluating their work and cooperation. Listening: Reading: the learning diary instructions / the assessment grid given Viewing: Summarizing and Reflection Actively participate / made your task / search for information / share / show interest / pear and team work / respect the others opinion 10/12 min Individual work: done by the secretary and the assessment student for this session Peer/small group interaction: Teacher-led interaction: Learning diary Session 2 (Day work and Assessment grids)

16 Assessment Self assessment: Peer-assessment: one student evaluates the work of the other members of the group, filling a given grid. Co-assessment: Teacher assessment: SESSION-BY-SESSION PLANNING: SESSION 3 SESSION 3 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping Activity 1 (warm up) Students will listen to the teacher explanations, and read the concepts and vocabulary revision, and will decide the roles to develop the interviews. Speaking: with the other members of the group Conversation: between the teacher and the class Writing: - Non-linguistic output: show a listening attitude and share opinions and thoughts. Listening: listen to teacher s explanation and the partners contributions. Reading: the explanations given in the Learning Diary Viewing: - How to do an interview? 10 min Individual work: - Peer/small group interaction: - Teacher-led interaction: teacher gives explanations to the group class, asking opinions to the students. CMC (Computer Mediated Communication) Material Learning Diary Session 3 (Concepts and vocabulary revision)

17 Assessment Self assessment: Peer-assessment: Co-assessment: Teacher assessment: SESSION 3 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) Material Activity 2 (practice) The students will interview/surveying people and record (video or audio) some of them Speaking: Conversation: with the members of the group. Writing: the questions and answers of the survey Non-linguistic output: integrate your own idea with the others thoughts and judgments, make decisions Listening: listening to people s answers and opinions. Reading: the questions to the people interviewed Recording: some of the interviews Data collection: asking questions in a survey or questioner Survey, interview/ What is your favorite? Which is the last thing? When do you? How many times do you? How often do you? 40 min Individual work: Peer/small group interaction: students help each other while completing the activity. Teacher-led interaction: teacher walks around, interacts with the students and provides feedback. Word Learning Diary Session 3 / Surveys

18 Assessment SESSION 3 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) - Material Self assessment: Peer-assessment: Co-assessment: Teacher assessment: Teacher provides feedback while the students are working on their own Learning Diary. Activity 3 (wrap up) By the end of the session, the secretary and the assessment student will need to write in the Group Learning Diary: Secretary: write down what has been done and decided in class and how, and what reminds for the next day. Student in charge of assessing: evaluate the other members of the group and their individual and collaborative work, filling in the different assessment grids given. Speaking: Conversation: Writing: the work done in class / the individual assessment for each member of the group Non-linguistic summarize, give your own opinion, thoughts and judgments, evaluating their work and cooperation. Listening: Reading: the learning diary instructions / the assessment grid given Viewing: Summarizing and Reflection Actively participate / made your task / search for information / share / show interest / pear and team work / respect the others opinion 10/12 min Individual work: done by the secretary and the assessment student for this session Peer/small group interaction: Teacher-led interaction: Learning diary Session 3 (Day work and Assessment grids)

19 Assessment Self assessment: Peer-assessment: one student evaluates the work of the other members of the group, filling a given grid. Co-assessment: Teacher assessment: SESSION-BY-SESSION PLANNING: SESSION 4-5 SESSION 4-5 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping Activity 1 (warm up) Students will work by peers in the group. They will need to read the concepts and vocabulary revision, and understand the instructions with the steps to follow to create a statistic table in Excel (one couple) and how to do the project presentation (the other couple). Speaking: with the other member of the group Conversation: between the teacher and the group Non-linguistic output: show a listening attitude and share opinions and thoughts. Listening: listen to teacher s explanation and the partners contributions. Reading: the explanations given in the Learning Diary Viewing: - variables values/ values range/ interval / absolute frequency / relative frequency / median / typical deviation 10 min / 10 min Individual work: - Peer/small group interaction: - Teacher-led interaction: teacher gives explanations to the group, asking opinions to the students. CMC (Computer Mediated Communication) Material Learning Diary Session 4-5 (Concepts and vocabulary revision)

20 Assessment Self assessment: Peer-assessment: Co-assessment: Teacher assessment: SESSION 4-5 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) Activity 2 (practice) One couple will create the tables, collect and organize the data, draw graphics and interpret the results. The other couple will prepare the presentation explaining all the process to develop the survey. Speaking: Conversation: with the members of the couple and the group. Writing: the data and the project presentation Non-linguistic output: integrate your own idea with the others thoughts and judgments, make decisions Listening: listening to other s opinions. Reading: the data obtained, the questioners, etc Viewing: the interviews recorded Data organization: tables, parameter calculation, graphics / Prepare the Project presentation variables values/ values range/ interval / absolute frequency / relative frequency / median / typical deviation average, mode, addition, subtract, multiply, divide, square, square root 40 min / 40 min Individual work: Peer/small group interaction: students help each other while completing the activity. Teacher-led interaction: teacher walks around, interacts with the students and provides feedback. Word, Power Point, Windows Movie Maker, Excel Material Learning Diary Session 4-5

21 Assessment SESSION 4-5 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) - Material Self assessment: Peer-assessment: Co-assessment: Teacher assessment: Teacher provides feedback while the students are working on their own Learning Diary. Activity 3 (wrap up) By the end of the session, the secretary and the assessment student will need to write in the Group Learning Diary: Secretary: write down what has been done and decided in class and how, and what reminds for the next day. Student in charge of assessing: evaluate the other members of the group and their individual and collaborative work, filling in the different assessment grids given. Speaking: Conversation: Writing: the work done in class / the individual assessment for each member of the group Non-linguistic summarize, give your own opinion, thoughts and judgments, evaluating their work and cooperation. Listening: Reading: the learning diary instructions / the assessment grid given Viewing: Summarizing and Reflection Actively participate / made your task / search for information / share / show interest / pear and team work / respect the others opinion 10/12 min Individual work: done by the secretary and the assessment student for this session Peer/small group interaction: Teacher-led interaction: Learning diary Session 4-5 (Day work and Assessment grids)

22 Assessment Self assessment: Peer-assessment: one student evaluates the work of the other members of the group, filling a given grid. Co-assessment: Teacher assessment: SESSION-BY-SESSION PLANNING: SESSION 6 SESSION 6 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping Activity 1 (warm up) Students will read, listen and understand some advice to do a proper oral presentation and the peerassessment Speaking: with the other member of the group Conversation: between the teacher and the group Non-linguistic output: show a listening attitude and share opinions and thoughts. Listening: listen to teacher s explanation and the partners contributions. Reading: the explanations given in the Learning Diary Viewing: - How to do a good oral presentation Audience / communicate / explain / give opinion 10 min Individual work: - Peer/small group interaction: - Teacher-led interaction: teacher gives explanations to the group, asking opinions to the students. CMC (Computer Mediated Communication) Material Learning Diary Session 6 (Final Presentation)

23 Assessment Self assessment: Peer-assessment: Co-assessment: Teacher assessment: SESSION 6 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) Material Activity 2 (practice) One couple will create the tables, collect and organize the data, draw graphics and interpret the results. The other couple will prepare the presentation explaining all the process to develop the survey. Speaking: Conversation: with the members of the couple and the group. Writing: the data and the project presentation Non-linguistic output: integrate your own idea with the others thoughts and judgments, make decisions Listening: listening to other s opinions. Reading: the data obtained, the questioners, etc Viewing: the interviews recorded Final Project presentation Project is about / Our main objective is to investigate about / We find out that / Our conclusions are 40 min Individual work: Peer/small group interaction: students present by groups their project in front of the class. Teacher-led interaction: Word, Power Point, Windows Movie Maker, Excel Group Final Presentation

24 Assessment SESSION 6 Activity description Outcomes Input Subject-matter CONTENT Content-Obligatory LANGUAGE Timing Format of interaction / Grouping CMC (Computer Mediated Communication) - Material Self assessment: Peer-assessment: Co-assessment: Teacher assessment: teacher evaluate the final presentation of each group Activity 3 (wrap up) By the end of each group presentation, each student individually will need to evaluate the other members of the other groups, their individual presentation and collaborative work, filling in the different assessment grids given. Speaking: Conversation: Writing: the individual assessment for each member of the group Non-linguistic summarize, give your own opinion, thoughts and judgments, evaluating their work and cooperation. Listening: Reading: the assessment grid given Viewing: Summarizing and Reflection Content / comprehension / conclusions / speaking and pronunciation 10/12 min Individual work: done by every student individually Peer/small group interaction: Teacher-led interaction: Learning diary Session 6 (Assessment grids)

25 Assessment Self assessment: Peer-assessment: Co-assessment: every student evaluates the work of the others groups, filling a given grid. Teacher assessment:

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27 LEARNING DIARY SESSION 1

28 LEARNING DIARY SESSION 1 INTRODUCTION TO THE PROJECT Sometimes, in our environment, we are supposed to take some decisions: for example: Imagine that in your class you are planning to do a final course trip; but you don t know where you all prefer to go Another situation could be that in our neighborhood, the Major Hall wants to build a new sports pavilion, but they are not sure which sports tracks are better to construct In some occasions, to choose the best option, it s really necessary that we know the others opinion! This situations might us need to develop a statistical study, so we can analyze the results and take the best decisions. The first thing we need to do is decide How can we determine people s opinion? First of all, let s define our group: GROUP MEMBERS Student 1: Student 2: Student 3: Student 4: ROLES DISTRIBUTION Each session, you will need to distribute different roles in your group. You must decide who is going to be the student: Secretary: write down what has been done and decided in class, and, if it s necessary, what we have to finish at home or what remains for the next day. Student in charge of assessing: each session, one of you will need to evaluate the other members of the group and their individual and collaborative work. CONCEPTS AND VOCABULARY REVISION

29 LEARNING DIARY SESSION 1 Before we start our statistical study, it would be great to revise the concepts that we already know and the different vocabulary in English: - Statistical process: - What and who do we want to study? - Variables selection: what are we going to ask and analyze? - Data collection: asking questions in a survey or questioner. - Data organization, using: - Tables - Graphics - Parameter calculation - Population: set off all elements of our study - Sample: subset, extracted of the population - Individual: each element of the population or sample DAY BY DAY WORK Secretary) (fill in by the Today, the secretary has been: We have to decide: STATISTICAL PROCESS: 1. What do we want to do the statistical study about? 2. Who is going to be the Population for the study: 3. Who is going to be the Sample for the study: GLOSSARY Here you have some space to write the vocabulary that you have use today. For those words that you don t know, you might search their meaning:

30 ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK LEARNING DIARY SESSION 1 PEER-ASSESSMENT (fill in by the Assessor student) Assessment has been made by: STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team

31 LEARNING DIARY SESSION 2

32 LEARNING DIARY SESSION 2 CONCEPTS AND VOCABULARY REVISION Today, we are going focus our attention on the second step of the statistical process: - Statistical process: - What and who do we want to study? - Variables selection: what are we going to ask and analyze? - Data collection: asking questions in a survey or questioner. - Data organization, using: - Tables - Graphics - Parameter calculation Remember the different types of: - Statistical variables: - Quantitative: Discreet: isolated numerical values Continuous: numerical values in a range - Qualitative: no numerical values When you write a survey, the first questions could be about the gender or the age of the person, so you would be able to classify the population or the sample that has taken part of the study. For example: 1) Mark in the appropriate box: male female 2) How old are you? more than 60 (Notice that the answer for the first question is a qualitative variable, but the answer to the second one is a quantitative continuous variable.) Now it s time to elaborate your survey: How do we do that?? - First of all, think together and decide what you want to know, what is important and what is not. - Write it down in a draft (you can type it on the computer later). - Write around 8/10 questions, so it would not be so long. - Try to give selection boxes for the answers, so they will be quicker to classify at the end of the process. - Realize the different types of statistical variables for the answers, so it would be easy to decide which graphic is the most appropriate to use to represent each question. - Finally, you can type in the computer your survey, so we have it ready to print as many copies as we need.

33 LEARNING DIARY SESSION 2 DAY BY DAY WORK Secretary) (fill in by the Today, the secretary has been: VARIABLES SELECTION: Let s write our survey! 1.? Answer: 2.? Answer: 3.? Answer: 4.? Answer: 5.? Answer: 6.? Answer: 7.? Answer: 8.? Answer: 9.? Answer: 10? Answer: GLOSSARY

34 LEARNING DIARY SESSION 2

35 ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK LEARNING DIARY SESSION 2 PEER-ASSESSMENT (fill in by the Assessor student) Assessment has been made by: STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team

36 LEARNING DIARY SESSION 3

37 LEARNING DIARY SESSION 3 CONCEPTS AND VOCABULARY REVISION Before we start our statistical study, it would be great to revise the concepts that we already know and the different vocabulary in English: - Statistical process: - What and who do we want to study? - Variables selection: what are we going to ask and analyze? - Data collection: asking questions in a survey or questioner. - Data organization, using: - Tables - Graphics - Parameter calculation Now we get to the best part: interview people! - Previously, you have decided how many you would need to interview (sample of your study). - Before you start interviewing someone, you have to briefly explain what is the survey about, and why are you doing it. - You can organize the members of you group in different roles (and you can change them in every interview): the presenter: he/she explain what s the survey about the reporter: he/she asks the questions the secretary: he/she write down the answers the camera man: he/she records the interview - You have to video record at least 4 interviews (one done for each member of the group). - You can interview you classmates and teachers during this class. However, you may need to finish the other surveys out of the school. You have a whole week to do it. - You can divide the surveys between the members of the group, so everyone report the same amount of questioners.

38 LEARNING DIARY SESSION 3 DAY BY DAY WORK Secretary) (fill in by the Today, the secretary has been: DATA COLLECTION: Let s interview people! How many people did we interview today? How many interviews did we record? Who has been? The presenter: The reporter: The secretary: The camera man: What else have we done today? Who has done it? HOMEWORK Secretary) (fill in by the How many people are reminding to interview for the next week? Who is going to do the interviews? Had we got any problems with the interviews? GLOSSARY

39 ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK LEARNING DIARY SESSION 3 PEER-ASSESSMENT (fill in by the Assessor student) Assessment has been made by: STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team

40 LEARNING DIARY SESSION 4-5

41 LEARNING DIARY SESSION 4-5 CONCEPTS AND VOCABULARY REVISION Last step of the statistical process consist in organize the data in frequency tables, calculate the parameters and create graphics: - Statistical process: - What and who do we want to study? - Variables selection: what are we going to ask and analyze? - Data collection: asking questions in a survey or questioner. - Data organization, using: - Tables - Parameter calculation - Graphics For that, we are going to use EXCEL, so we can easily create different tables and make the program calculate the parameters for us! First of all, check your class notes and review the different parameters that appear in a frequency table: - Frequency table: - x i : variable values - Value range : interval of values - Class brand : the central value of an interval - f i : absolute frequency - h i : relative frequency (%) - ẍ : median - σ : typical deviation For each question of your survey, you may need to create a table in EXCEL similar to this one: range values xi fi fi xi fi xi² 153,5 to 158, ,5 to 163, ,5 to 168, ,5 to 173, xi fi fi xi fi xi² median ẍ = fi xi / fi 163,71 typical deviation σ = ( fi xi² / fi) - ẍ² 4,53

42 LEARNING DIARY SESSION Parameter calculation: You will need to read and view the surveys and collect the data, organize it in Excel and calculate the parameters. Once you have each table created and filled, you can elaborate a graphic to make more understandable the results of each question. Remember that, depending on the type of answers (statistical variables) it s better for you to use one kind of graphic or another: - Graphics types: Bars diagram histogram Frequency polygon Frequency 10% 8% 23% 59% Sectors diagram Project presentation: While two of the members of the team are working on the data organization, the other two can work on the project presentation: - Decide which digital support use for the presentation (Prezy, Power Point, Excel, Windows movie Maker, ) - Prepare the presentation explaining all the process to develop the survey: - Explain which is your statistical study topic or theme (what is the survey about) - Show an example of your questioner, and some of the videos of the interviews. - Explain the tables and graphics created for each question. - Interpret and analyze the results obtained, and write conclusions. - Give your personal opinion of the whole project.

43 LEARNING DIARY SESSION 4-5 DAY BY DAY WORK Secretary) (fill in by the Today, the secretary has been: DATA ORGANIZATION: Let s organize and analyze the information! Who is working on the data organization? How many tables are we going to create? For which questions are we going to draw a graphic? Which kind of graphic is better to draw? PROJECT PRESENTATION: Let s present our work! Who is working on the presentation? Which programs are we going to use to present our project? Who is going to explain? - The study topic: - The questioner and videos: - The tables and graphics: - The results and conclusions: - Our personal opinion: GLOSSARY

44 ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK ATTITUDE WORK LEARNING DIARY SESSION 4-5 PEER-ASSESSMENT (fill in by the Assessor student) Assessment has been made by: STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team STUDENT: any few quite a lot You have actively participated in the groups decisions You have made your task, searched for information and share it well. Shows interest and listen well to your peers You respect the others opinion and efforts You make sure everyone works together as a team

45 LEARNING DIARY SESSION 6

46 LEARNING DIARY SESSION 6 FINAL PRESENTATION Finally, each group of students will present in front of the class your statistical study. Remember: - You have ten minutes to do your presentation - Every member of the group must speak more or less the same amount of time. - The class is your audience, so speak to them and look at them, not to the teacher. - Try to communicate your ideas in English (explain your work in a simple way) - Speak slowly, clearly and laud, so everybody can listen and understand. - Explain the results obtained and your conclusions - Give opinions at the end. STUDENT S SELF-ASSESSMENT For the final presentation, I would like you to evaluate individually the other group presentations: What are we evaluating? GROUP ASSESSMENT: - Content: Can you identify the different parts (questionnaire, tables and graphics)? - Comprehension: Is the Statistical Study comprehensible and organize, or is it confusing? Did they explain the study completely, or did you notice any part missing? - Conclusions: Did they get into some conclusions? Did they expose them clearly? INDIVIDUAL EVALUATION: - Speaking and pronunciation: Is English used in a correct way (use appropriate verbs tense and vocabulary)? Is he/she speaking high and clearly and pronouncing the words appropriately? Did he/she learn his/her part of the text or is he/she constantly reading? Does he/she look at the audience while he/she is speaking? Complete the next grids for every group, giving punctuation from 1 to 5: Note that each student final mark will be the total group mark plus the individual mark (it can go from 4 to 20 points).

47 LEARNING DIARY SESSION 6 Student assessing 1: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4:

48 LEARNING DIARY SESSION 6 Student assessing 2: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: GROUP: Mark INDIVIDUAL: Speaking and pronunciation Mark Content Student 1: Comprehension Student 2: Conclusions Student 3: TOTAL Student 4: