1. From the background information, what new awareness do you have about analyzing and interpreting data?
2. How does this practice support analyzing and interpreting data?
3. In a 3-Dimensional Classroom, who do you think needs to be analyzing and interpreting data?
4. What questions did the background raise for you?
Expose Belief Questions:
1. What are your current beliefs about the analyzing and interpreting data practice?
2. What beliefs do you have from prior knowledge, education or professional development regarding this practice?
3. How well do you feel you meet the expectations of this practice as a teacher?
Resolve Belief Questions:
1. In what ways did this activity change your beliefs about analyzing and interpreting data?
2. How difficult do you find it to analyze and interpret data?
3. What skills related to analyzing and interpreting data do you need in order to successfully complete these activities with your students?
4. How can technologies such as graphing calculators, tablet and phone apps, and spreadsheet software support this practice?
Extend the Concept Questions:
1. How do you currently help students collect, interpret, and graph data in your classroom
2. Review and evaluate a recent lesson you taught. How effective is it for engaging students in analyzing and interpreting data?
3. What is the relationship between this practice and other practices?
Go Beyond Questions:
1. Challenge yourself to learn how to use different types of graphs (such as bar graphs or histograms, pie charts, line graphs, scatterplots, etc.) appropriate for the level you teach.
2. Use different technology (probeware) and/or programs to build tables and graphs.
3. Use the EQuiP Rubric for Lessons & Units: Science (PDF format) to evaluate a recent science lesson you taught.
4. Ask a colleague to observe one of your lessons OR video yourself teaching and reflect specifically on defining problems and identifying constraints.