Difference between revisions of "Unit Two: Helping Students Interpret and use data-intensive documents"
Bdesrochers (talk | contribs) (Created page with "Return to: <u>Go to</u>: ETAP 623 Spring 2020 (Zhang) | Brian's Profile Page | Unit 3: Creating data intensive documents ==Learning Objectives...") |
Bdesrochers (talk | contribs) |
||
| Line 5: | Line 5: | ||
==Learning Objectives== | ==Learning Objectives== | ||
| − | #Learners will be | + | #Learners will be able to identify types of data intensive media |
| − | #Learners will | + | #Learners will identify strategies for teaching interpretation of data intensive media |
| + | #Explain the benefit of data using intensive media in the classroom | ||
==Do Now== | ==Do Now== | ||
| − | Think about your experience as a science teacher, or your future as a science teacher, and list the types of scientific documents you need students to understand. List the documents and provide a brief summary for how you go about helping students interpret them. | + | Think about your experience as a science teacher, or your future as a science teacher, and list the types of scientific documents you need students to understand. List the documents and provide a brief summary for how you go about helping students interpret them. Use the following discussion space to post your initial ideas: |
| − | + | [[Talk: Discussion Unit 2]] | |
| + | After you have done this, watch the embedded video in the following link and see what strategies you use that were mentioned in the video. | ||
| + | |||
| + | http://www.mtscienceducation.org/toolkit-home/scientific-engineering-practices/analyzing-interpreting-data/ | ||
==Mini-Lecture== | ==Mini-Lecture== | ||
Revision as of 09:53, 1 May 2020
Return to: Go to: ETAP 623 Spring 2020 (Zhang) | Brian's Profile Page | Unit 3: Creating data intensive documents
Learning Objectives
- Learners will be able to identify types of data intensive media
- Learners will identify strategies for teaching interpretation of data intensive media
- Explain the benefit of data using intensive media in the classroom
Do Now
Think about your experience as a science teacher, or your future as a science teacher, and list the types of scientific documents you need students to understand. List the documents and provide a brief summary for how you go about helping students interpret them. Use the following discussion space to post your initial ideas: Talk: Discussion Unit 2
After you have done this, watch the embedded video in the following link and see what strategies you use that were mentioned in the video.
Mini-Lecture
Read the following article about teaching interpretation skills for science documents:
https://www.edutopia.org/article/supporting-literacy-science-classroom
