I use this project as a way to help my students get to know more about each other through creating a survey, which they then use as a tool to collect class data. The survey has a total of ten questions. There are three common questions and the other seven are created by each student. I require my students to share their additional seven questions with me before they begin interviewing. As we conference I help them understand that some types of questions do not lend themselves to surveys. For instance, they might create an open ended question that might have as many answers as classmates interviewed. In those instances I help them see how difficult that would be when creating a graph to display their findings.
From this point, I let them handle everything concerning how they will go about setting up the interviews, record keeping for tallying responses, etc. In an effort to assure that all of my students succeed, I scaffold this activity for my EC or ESL students. For these students, I provide a class list and graph paper to help facilitate data collection in a more organized manner. I also let them work in groups to create their interview questions.
Once they have finished collecting and tallying their data, is Excel used to make charts and graphs. Even my more academically successful students learn a thing or two about the do's and don't about entering data the right way to make their charts and graphs. Along with the question, I require them to label the percentages as part of the finished product. They have to go back and forth between Word and Excel to copy the charts they create.
They then take the data and draw a picture of the typical student for our class. The picture is to include specifics that they uncovered through their interviews. Gender, eye color, number of siblings, favorite subjects and hobbies are just a few of the bits of information that they generate in their pictures. The picture provides a cover for their "Typical Student" booklet.
Along with the math and art, writing is also incorporated into this project, as they write up their findings about the typical student as well as their opinion of the project itself. I encourage them to be creative in the way that they share their findings and teach a lesson on writing to different audiences. These booklets are then shared with the school.
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2 comments:
Lisa, this sounds like a wonderful project. First, it student firsthand experience at conducting scientific research on a limited scale. Second, it offers them the opportunity to learn the rigors of research: creating questions, interviewing, compiling and analyzing data. Third, it gives them an opportunity to present their results. This project encompasses about every aspect of learning as the students learn about each other. No pun intended.
Talk about authentic engagement. First of all you are empowering the students to help create their assignment by giving them the opportunity to create their own questions. Second, you are teaching them several critical skills, like multi-tasking, word/excel, critical thinking, analyzing, interpreting, and question posing.
The other cool thing about this project is that is can really be intertwined with all the core classes: Math via calcuations/graphing, SS via the relationship of the cultural make-up of your school versus the results on the project, Science via a DNA discussion of hereditable traits of individuals and LA via a written analysis of the findings. Cool idea!
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