ats2020 learning design...-without the use of technology. appreciate the amenities technology...

ATS2020 Learning Design

CC BY-NC-SA

Author: Maria Constantinou Institution: Cyprus Pedagogical Institute

Country: Cyprus LD language: English

General description of the Learning Design

Subject MATH & ICT LD Title Introduction to research (Math: Unit 8. Statistics) Year group Gymnasium, Grade B Duration 6x40’ Description The unit is designed using an interdisciplinary approach. The math and ICT teachers need to cooperate to apply the following

unit. The aim of the unit is to give the opportunity to students to make a research following research methodology steps. In doing so they will have to both work effectively in a team and autonomously direct their learning. The emphasis is on communication and collaboration, digital skills and autonomous learning. Math lesson gets connected to real life problems. They learn statistics in a meaningful way and specifically students will learn to describe statistical data, calculating position measures (mean, median, prevailing price) and construct bar charts, histo-grams and pie charts. They will learn to use a spreadsheets programme to help them in analysing the data in their ICT lessons and also they will ad-vance their knowledge on presentation software to present their results. To accomplish doing the research students have to work together in harmony. They need to make decisions together, share their work and take responsibility. In this setting, the teacher becomes the facilitator.

ATS2020 LD Macro level

Learning activity/Lesson/Unit: MATH & ICT - INTRODUCTION TO RESEARCH – Statistics/ Presentation software, Spreadsheets software Class: Grade A, Gymnasium

Skills and competences necessary to reach

the expected outcomes

Targeted Communication and collaboration skills

- Contribute to project teams to solve prob-lems.

- Interact with peers to make decisions. - Listen and express opinions and ideas.

- Organise a project collaboratively. - Provide peers with effective feedback.

Creativity and innovation skills

- Design, plan and critically evaluate possible solutions

- Mash-up existing resources to create new, original and relevant content and knowledge.

- Implement ideas and take action. Digital literacy skills - Appreciate the amenities technology provides - Find affordances and limitations of digital

tools Emerging Autonomous learning skills

- Identify their existing knowledge and skills in reference to the leaning context

- Define goals for their learning to achieve

- Develop a strategy to achieve their goals - Reflect and explore alternative ap-

proaches

Tasks to develop these competences towards the learning

outcomes

Students work in teams to conduct a research. They decide the subject of the research, the write questionnaires and decide on a sampling method. They give the questionnaires and enter the data in spreadsheets software. They use math formulas and functions in spreadsheets software to analyse the data. They create charts and produce a presentation with their results.

Learning goals - expected leaning outcomes

Body of knowledge (National curriculum)

Math

- Describe statistical data, calculating position measures (mean, median, prevailing price).

- Examine how the position measures change by adding or removing values.

- Compare characteristics of two or more populations based on their position measures.

- Evaluate whether the particular position measures are appropriate to assess a particular case.

- Read, interpret and derive information from graphs - Construct bar charts, histograms and pie charts,

choosing each time the appropriate graphics for the

presentation of statistical data of a survey with or without the use of technology.

ICT - Edit numeric data using spreadsheet application.

- Use a spreadsheet application to manage charts - Use presentation software to manage tables and

charts.

Leaning outputs – through all stages (assessment)

- My learning journal - Questionnaires for conducting a research - Position measures in paper and using software - Charts in paper and in software

- A presentation with the analysis of the research. Digital Tools (affordanc-

es) - My Learning (Journals) - Spreadsheets software - Presentation software

ATS2020 LD Micro-level with My Learning

Activity title

Learning goals – Learning Outcomes Tasks

(teacher/students) Teacher’s role Tools

Methodology – Class Ar-rangement

Learning Outputs

(expected)

Assessment tool

Subject area Transversal skills

Activity 1: Introduction to the unit

Teacher explains the following: They will work in teams to make their own quantitative research. They will do most of the work during their math and ICT lessons in school. Their math and their ICT teacher will explain all the steps of the re-search process and will sup-port them in their work. They will learn and apply the steps of the research process and the way to analyse statistics in math lessons. They will learn to use a spreadsheets pro-gramme to help them in ana-lysing the data in their ICT les-sons and also they will ad-vance their knowledge on presentation software to pre-sent their results. Their re-searches will be posted online, in the school’s webpage.

- Math teacher ex-plains what they will do in this unit.

Teacher speaks

Activity title



Methodology – Class Ar-

rangement

Learning Outputs

(expected)

Assessment tool


Activity 2i: My Learning journal

Autonomous learning skills - Define goals

for their learn-ing to achieve

- Identify their existing knowledge and skills in reference to the leaning context

- Identify new learning needs

Task 2.1: Students fill in, in their My learning journal what they already know and what they would like to learn identi-fying their goals. (Revisit and fill in at their own needs dur-ing the whole Unit)

- Monitor and sup-port students’ activ-ity

- Review students’ goals

My Learn-ing journal

Individual work

Students’ individual My learn-ing jour-nals with identified prior knowledge and learn-ing goals

Self-evaluation Formative as-sessment tool 1

Activity 3: Define the research purpose/ identify the problem

Communication and collaboration skills - Contribute to

project teams to solve prob-lems.

- Interact with peers to make decisions.

Information liter-acy skills - Identify sig-

nificant

Task 3.1: Before they start the research, they need to have a clear purpose/objective. They will have to think what their research tries to de-scribe/explain/understand. They can choose the research subject themselves, but it is suggested that it is a school related issue, because the sample they can use are school students and their parents. Task 3.2: Students talk with their teams to decide a sub-ject. Students should make

- Supports teams, helps them think through their ideas, and makes sugges-tions if necessary.

- Makes sure that they have defined the problem prop-erly, that it is an is-sue that they can do a quantitative research about and that that it is spe-cific enough.

Team work. Team dis-cussions with the teacher.

A list of ideas with subjects for their research.

Teacher as-sessment Teacher pro-vides feedback to the teams after discussing their ideas with them.

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


needs/problems/questions to investigate.

suggestions to determine the problem to investigate. Team decides on the problem to in-vestigate. Task 3.3: Each team presents their ideas to the teacher.

Activity 4: Literature review

- Develop hypothe-sis

Communication and collaboration skills - Listen and ex-

press opinions and ideas.


Task 4.1: Teacher gives the students a short literature re-view on their subject. Students read the material provided by the teacher. Task 4.2: Students discuss about aspects of the prob-lem/issue they can explore. They formulate their hypothe-sis. Task 4.3: Teacher discusses with the students (each team separately) their topic of re-search and helps them to for-mulate their hypothesis, to find aspects of the problem that can be explored and the methods for studying this issue – taking into account that this has to be a quantitative re-search and that it will have a limited number of questions.

Reviews the existing literature on the sub-ject each team de-cided to explore. Sends short literature review with email or provides each team with a short literature review on their sub-ject. Important note: bib-liographic review is an important part of the research process, nev-ertheless it was de-cided, due to time lim-its, that for the unit presented here, stu-dents won’t elaborate with searching, organ-ising and evaluating information since in-

Team work Plenary dis-cussion

Each team presenta-tion (ver-bally) of their sub-ject of re-search.

Teacher See task 4.3 and 4.4 Teacher pro-vides feedback and insight. Peer assess-ment Students pre-sent their sub-ject and hy-pothesis and classmates make com-ments.

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


Task 4.4: Each team presents their subject of research to the class. Their classmates can comment on other teams’ sub-jects. Task 4.5: Students can edit their learning diary entries.

formation literacy skills aren’t under fo-cus here. If there is time available it is highly suggested for students to do the bib-liographic review themselves.

Activity 5: Sampling methods

- Choose sampling method according to their situation

Task 5.1: The teacher explains the most important sampling methods. Task 5.2: A class discussion follows on how they will choose their sample and what method is feasible for them to use.

- Explains sampling methods

- Guides class dis-cussion

Teacher talks Plenary dis-cussion

Decisions for every team of the sam-pling method that they will follow.

Activity 2ii: My Learning journal

Autonomous learning skills - Develop a

strategy to achieve their goals

- Evaluate and update their strategy if needed

- Analyse their learning strat-egy into spe-

Task 2.2: Students fill in, in their My Learning journal their strategies to achieve their goals and what kind of evi-dence they need to prove their learning achievements. (Revisit and fill in at their own needs during the whole Unit)

Review students’ journal and coach them

Individual work

My learn-ing journal entry.

Teacher as-sessment See universal rubric for teachers on evaluating My learning jour-nals.

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


cific tasks/activities that align with their goals.

Activity 6: Design of question-naire

- Design question-naire (Write questions and op-tion an-swers for question-naires)




Task 6.1: Students, in their teams, write questions and answer options for their ques-tionnaire and send them to the teacher. (Teacher can sug-gest how many questions they can use.) Task 6.2: Teacher provides feedback on the question-naires.

- Gives the teams questionnaires sam-ples.

- Provides feedback on the questionnaires.

-Email Team work Question-naires for every team.

Self-evaluation Students use the self-evaluation for-mative assess-ment scaffold-ing tool 2 to evaluate their questions and revise them when needed. Students send the question-naire to their teacher (e.g. with email). Teacher Teacher pro-vides specific feedback (using the same crite-ria as with the self-assessment tool). The teacher adds

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


comments to the document with the ques-tions and an-swers. Students read the teacher’s com-ments and re-vise the ques-tionnaire. They send the ques-tionnaire to the teacher again. The final ques-tionnaire needs to be approved by the teacher.

Activity 7: Pilot re-search

- Under-stand the impor-tance of pilot re-search

Communication and collaboration skills - Provide peers

with effective feedback.

Task 7.1: Students do a pilot research. They give their ques-tionnaire to the other teams of their classroom and check if there are any misunderstand-ings of the questions or other problems before they give their questionnaires.

Makes sure the stu-dents provide con-structive feedback.

Individual work

Filled in question-naires from class-mates.

Peer assess-ment Classmates fill in the question-naires of other teams and comment on them if they think it is hard to understand the question, if they think it is

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


misleading or if they think that there is any other problem.

Activity 8: Field re-search

- Work as field re-searchers.

Communication and collaboration skills

- Organise a project collabora-tively.

Task 8.1: Students organise how they will give the ques-tionnaires to collect data. They share the load and give the questionnaires.

- Monitor and sup-port students’ activ-ity

Team work Completed question-naires.

Activity 9: Statistical analysis

Math - Describe

statistical data, cal-culating position measures (mean, median, prevailing price).

- Examine how the position measures change by adding or removing




Creativity and in-novation skills - Design, plan and

critically evalu-ate possible so-lutions

Task 9.1: Students enter the data in spreadsheets software (e.g. Excel). Task 9.2: Math teacher ex-plains the meaning of position measures (mean, median, pre-vailing price) and how they are calculated. - Students use data from

their research as examples for the exercises they do for practice.

- Students examine how the position measures change by adding or removing val-ues.

- Students use position measures to compare

- Explains the mean-ing of position measures (mean, median, prevailing price) and how they are calculated.

- Monitor and sup-port students’ activ-ity.

- Discusses with the students their ob-servations.

Team and individual work

- Exer-cises for practise using the data the stu-dents col-lected.

- Teams’ written deci-sions on whether and in which cases each

Math teacher Teacher gives feedback on the students’ deci-sions for Task 9.3. The teacher talks to each team and ex-plains whether or not they are appropriate.

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


values. - Compare

character-istics of two or more popula-tions based on their posi-tion measures.

- Evaluate whether the par-ticular po-sition measures are ap-propriate to assess a particu-lar case.

- Mash-up exist-ing resources to create new, original and relevant con-tent and knowl-edge.

characteristics of two or more populations from the teams’ research.

Task 9.3: Students evaluate whether and in which cases each position measure is ap-propriate to analyse answers to questions from their re-search. They report their thoughts to the teacher (They write down for each question position measures that they think are appropriate).

position measure is ap-propri-ate to analyse answers to ques-tions from their re-search.

Activity 10: Spreadsheet software exercises

ICT – Spreadsheet software: Edit numeric data using spreadsheet


project teams to solve prob-

Task 10.1: Students are asked to fill an online self-evaluation checklist to evaluate their skills regarding the use of spread-sheets application (see forma-tive assessment tool 3).

- Provides feedback on previous knowledge gaps.

- Teaches editing numeric data us-ing spreadsheets

Spread-sheets software

Teacher talks Team work Plenary dis-cussion

Exercise for prac-tice new knowledge on spread-sheets

Self-evaluation Formative as-sessment scaf-folding tool 3: Students self-evaluate their

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


application. Specifically: - Create

formulas - Copy for-

mulas - Under-

stand er-ror mes-sages

- Use rela-tive, abso-lute and mixed cell refer-ences

- Use of functions (SUM, AVERAGE, MIN, MAX, COUNT)

lems. - Interact with

peers to make decisions.

Creativity and in-novation skills - Design, plan

and critically evaluate pos-sible solutions

- Mash-up exist-ing resources to create new, original and relevant con-tent and knowledge.

- Implement ideas and take action.

Autonomous learning skills - Evaluate proc-

ess and results and provide evidence for

Task 10.2: Teacher receives students’ answers and explains anything that they answered that they don’t know or that they are not that sure about regarding their spreadsheet software skills. Task 10.3: Teacher uses simple examples to show students how to create formulas, copy formulas and possible error messages that they may re-ceive. The teacher gives simple practise examples for the stu-dents to try. Teacher explains relative, absolute and mixed cell references and gives stu-dents simple examples to try. Teacher prompts students to use the data they collected from their research to practise and supports them in doing so. Task 10.4: Students try to fig-ure out formulas to find the position measures they learned (if possible). Teacher shows them functions that can help them do the calculations automatically (as long as they

application software. Teams’ attempts to create formulas to find position measures they learned in math.

previous knowl-edge (from pre-vious lessons) on spreadsheets software to in-form the teacher if there is anything they haven’t under-stood or don’t remember.

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


achievement select the data correctly). Stu-dent use the functions to ana-lyse their research data. Task 10.5: Class discussion comparing their own formulas with the automatic formulas.

Activity 11: Turn data into graphs

Math: - Read, in-

terpret and de-rive in-formation from graphs

- Construct bar charts, histo-grams and pie charts, choosing each time the ap-propriate graphics for the presenta-tion of statistical




Task 11.1: Math teacher re-minds students how they cre-ate charts (e.g. column chart, line chart, pie chart). (Students have learned how to create charts in the first grade). Stu-dents in their teams have to choose the proper chart type to present the data of their research. Students make charts for half of the ques-tions. Task 11.2: ICT teacher demon-strates how to insert charts, change the chart type and shows chart elements and how to change them. Task 11.3: The students share the questions between them and each student takes re-sponsibility of creating the chart and providing the analy-sis for those questions.

- Delivers the les-son.

- Supports stu-dents.

- Teacher discusses with each team about the chart type they think is more appropriate to illustrate the results of each question.

- Provides feedback

Spread-sheets software

Teacher talks Team work

Charts in paper and in spread-sheets

ICT teacher Teacher checks the correctness of the charts. Peer-assessment Students check each other’s work on making charts.

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


data of a survey with or without the use of technol-ogy.

ICT: Use a spreadsheet application to manage charts. Spe-cifically: - Insert

charts - Change

chart type - Familiar-

ise with chart elements

Teacher evaluates their indi-vidual work and provides feedback. Students are then required to work in their group and check each other work.

Activity 12: Compare statistical analysis with and without a computer

Autonomous learning skills:

- Reflect and explore al-ternative ap-proaches

Task 12.1: Students are asked to compare the process of analysing their research data (recording their data, doing the math, doing charts) when done by hand and when tech-nology is used. Team discus-

- Guides discussion Team dis-cussion Whole classroom plenary dis-cussion

Arguments on com-parison between doing sta-tistical analysis

Teacher Through the discussion

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


Digital literacy skills

- Appreciate the ameni-ties technol-ogy provides

- Find affor-dances and limitations of digital tools

sions and then class discussion where each team discusses the main points they have found.

with spread-sheet software and with-out it.

Activity 13: Presenta-tion or re-search re-sults

ICT – pres-entation software: Use presen-tation soft-ware to manage ta-bles and charts. Spe-cifically: - Insert

table - Table

styles - Insert

chart - Chart

type - Input




Creativity and in-novation skills - Design, plan

and critically evaluate pos-sible solutions

- Mash-up exist-

Task 13.1: Discuss with their teams the research results and their meaning. Task 13.2: Students have al-ready worked on presentation software in previous lessons. For this unit we consider prior knowledge that the students are familiar with the basic functions of presentation software, that they are able to format slides and that they can handle graphic objects, graphics, text and drawing ob-jects. Students self-evaluate their previous knowledge us-ing formative-assessment tool 4. Task 13.3: Teacher receives

- Provides feedback on previous knowledge gaps.

- Teaches how to use online presen-tation software

- Teaches handling tables and charts in presentation software

- Uploads presenta-tion in school’s website

Team work Plenary dis-cussion

Presenta-tion with research results for each team.

Self-evaluation Formative as-sessment scaf-folding tool 4: previous knowl-edge on presen-tation software Teacher Both the ICT and math teacher have access to the online presenta-tions of the stu-dents and pro-vide feedback. Self assessment

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


charts from spread-sheet software

ing resources to create new, original and relevant con-tent and knowledge.

- Implement ideas and take action.

students’ answers and explains anything that they answered that they don’t know or that they are not that sure about. Task 13.4: Teacher shows the students the basics on how to use online presentation soft-ware so that they can split the work and work simultaneously on the same presentation. Task 13.5: Teacher shows the students how to use presenta-tion software to handle tables and charts. The teacher shows the following and asks the stu-dents to try them with data from their research.

- Insert table - Table styles - Insert chart - Chart type - Input charts from

spreadsheet software Task 13.6: Students work to-gether in their group to make presentations with the results and conclusions from their research. Task 13.7: Students fill in the

Self assessment tool on the final product : Formative as-sessment scaf-folding tool 5: Teachers Final evaluation: The ICT teacher evaluates the new skills in using presenta-tion software, for the group, based on the final presenta-tion. The Math teacher evalu-ates subject area skills. (See final evaluation notes)

Activity title




rangement

Learning Outputs

(expected)

Assessment tool


self-evaluation tool.

Activity 2iii: My Learning journal

Autonomous learning skills Plan, monitor, share their learn-ing

Task 2.3: Students fill in, in their My learning journals their self-evaluation. They answer whether they have achieved their goals and what they could have done better. They are also asked to comment on their collaboration with the group.

Review students’ journal and coach them

- My learning journal

My learn-ing journal entry

Teacher as-sessment See universal rubric for teachers on evaluating My learning jour-nals.

Activity 14: ePortfolio

Autonomous learning skills - Evaluate proc-

ess and results and provide evidence for achievement.

- Reflect and ex-plore alterna-tive ap-proaches.

Task 6.1: Students discuss with their team about what they can include in their ePortfolios to show their learning, skills and progress. Task 6.2: Students make indi-vidual ePortfolio page/notebook about their learning for this unit.

- Review students’ ePortfolio

Online learning environ-ment

Team dis-cussion Individual work

Students’ individual ePortfolios on their learning

Teacher Teacher reviews students’ ePort-folios

ASSESSMENT TOOLS

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 1: Activity 2- My Learning journal - Prior Knowledge and My Learning-Goals

(See universal rubric for teachers on evaluating Learning journals.)

The following checklist is given to the students as a tool to help them think the subject meticulously. Self-assessment checklist Have I answered in my entrance to My learning journal the following questions?

YES NO Try to answer the question

PRIOR KNOWLEDGE

Have I done research before?

What research skills do I already have?

How competed am I with presentation software?

How competed am I with spreadsheets software?

SETTING GOALS

What issues do I find interesting to do a research on? Are there problems in my school that would be interesting to investigate?

What are my goals regarding my research skills?

What are my goals regarding collaboration and communication with peers when working on a common task?

What are my goals regarding the usage of spreadsheet software?

What are my goals regarding the usage of presentation software?

What are the expected outcomes from this unit?

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 2: Activity 6: Design of questionnaire

Please think about the following questions for every question you have written for your questionnaire.

SELF-EVALUATION QUESTIONNAIRE YES NO FIX IT

1. Is the text used simple and intelligible? 2. Is the question small enough to be easy to understand?

3. Is it a double or confusing question? (E.g. How satisfied are you with your pay and job conditions? Someone may be satis-fied with their pay but not with the job conditions.)

4. Is there an obvious/suggested answer to the question? 5. Does the question include negatives? Prefer to use positive statements so that it would be easier to understand the mean-

ing of the answers.

6. Does the question need special knowledge from the responded to be answered? 7. Are the time intervals defined clearly, if the question investigates frequency? (If it doesn’t investigate frequency answer

yes.)

8. The responded has the option to answer “I don’t know” or “I can’t answer” or “I’m not sure”.

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 3: Activity 10: Spreadsheet software exercises

Students are already familiar with the following functions of spreadsheet software. The following have been taught and practised in previous lessons.

Teacher asks the students to fill in an online self-evaluation checklist to evaluate their skills regarding the use of the software. After the teacher reviews

their answers he/she explains whatever the students don’t remember. The teacher should explain that their answers will not count to their final grade but

they will inform the teacher what he/she should explain again. It is highly suggested that the teacher uses digital tools (e.g. Google fo rms or MS Excel

online) for the assessment tools so that he/she receives the results immediately and he/she won’t have to devote ti me in examining the results.

SPREADSHEET SOFTWARE SKILLS YES NO I AM NOT

SURE

I know how to open the spreadsheets software on my computer.

I can create a blank workbook.

I can open and close a workbook.

I can enter data in cells.

I can choose rows and columns.

I can insert rows and columns.

I can delete rows and columns.

I can insert a new sheet.

I can delete a sheet.

I can rename a sheet.

I can sort data in a spreadsheet.

I can alter the margins.

I can change the page orientation.

I can insert/change the header and footer.

I can print a file or a sheet or a selection of data.

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 4: Activity 13: Presentation or research results

Students are already familiar with the following functions of presentation software. The following have been taught and practised in previous lessons.

Teacher asks the students to fill in an online self-evaluation checklist to evaluate their skills regarding the use of the software. After the teacher reviews

their answers he/she explains whatever the students don’t remember. The teacher should explain that their answers will not count to their final grade but

they will inform the teacher what he/she should explain again. It is highly suggested that the teacher uses digital tools (e.g. Google forms or MS Excel

online) for the assessment tools so that he/she receives the results immediately and he/she won’t have to devote time in exam ining the results.

PRESENTATION SOFTWARE SKILLS YES NO I AM NOT SURE

I can create a new blank presentation.

I can open a presentation

I can switch windows.

I can use different presentation views.

I can choose/change the slide layout.

I can save a presentation.

I can close a presentation.

I can copy and paste slides.

I can move slides.

I can delete slides.

I can print slides.

I can format the background.

I can use design themes.

I can add headers and footers.

I can insert an image in a slide.

I can change the size of a graphic or picture.

I can rotate an image or graphic.

I can insert shapes, lines and action buttons in a slide.

I can edit text in objects.

I can group and ungroup objects.

I can insert Smart Art.

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 5: Activity 13: Presentation or research results

Self-assessment on communication and collaboration skills This tool should be given to the students from the beginning of the unit so that they know what the targets they should aim f or are.

NO YES EXCEPTIONAL

(Describe why you think you did more than ok) I shared my ideas on a research subject.

I helped to analyse the subject my team decided on into issues that we can explore. I read critically the literature review provided to us by the teacher and reported im-portant issues to my team for discussion.

I gave my view on choosing sampling method. I contributed in the design of questionnaire with questions and answers.

I provided my comments and feedback on questions and answers for the question-naire that were suggested from other team members.

I gave feedback regarding the questionnaires of other teams.

I gave out for filling questionnaires of my team and collected them.

I contributed to the recording of the data from the questionnaires. I calculated position measures using data from my team’s research.

I made charts by hand for questions of my team’s research. I made charts by hand

I participated in the discussion on which position measures are appropriate to analyse data.

I helped other team members to get better in using spreadsheets software.

I helped other team members to get better in using presentation software. I practised the new spreadsheets software skills my teacher showed.

I tried to figure out formulas to find position measures using spreadsheets software.

I contributed in using the functions to analyse my team’s research data. I made charts for my team’s research data by hand.

I made charts for my team’s research data using spreadsheets software. I helped in analysing my team’s research data.

I actively participated in the discussion about comparing the analysis of research data by hand and with the help of technology.

I respected the other team members.

I provided my point of view, opinion and comments on the plan of my team. I listened to the other members of team and built on their ideas and suggestions.

I participated in making decisions for the presentation. I contributed in making my team’s presentation.

FINAL EVALUATION NOTES

Math teacher will evaluate the students’ subject area skills individually through a test on the whole chapter. The students get an e qually shared mark for the final presentation that counts as a percentage of their final grade. The math teacher evaluates the final presentation regarding their correctness on ana-lysing the data, using position measures and explaining the charts. For this unit we choose that all group members get the same grade because this way they share responsibility for the final result. Nevertheless, because this method of grading does not give high motivation for individual contribution we sug-gest that teacher monitors the contribution of team members and makes sure that they all contribute to the final product. The ICT teacher can evaluate their individual contribution from task 11.3 so that he/she can check if an individual student has trouble understanding how to make charts and can provide scaffolding feedback and also the other team members will have to help each other since they share responsibility for the final product. They get an equally shared mark for the final presentation. ICT teacher evaluates their skills on using the presentation software. The self-assessment tool 5 may help to give the students a sense of responsibility towards working efficiently with others.

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