Dyad+30

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || Technology products will include: These tools will support the instruction by demonstrating how to complete each portion of the project. The tools will also provide examples of what the teacher expects the students to produce. || We plan to share our product via Google Docs, Diigo and Dropbox. Plan =PBI Compelling Question= In order to prepare students for the 21st Century, the new Common Core has incorporated more rigor and relevance into the content areas. This will require students to be prepared at graduation for their next phase of their education. This education may be acquired at an academic institute or as education through on the job training. This project will answer the question “How can students use technology to create an online survey, collect and analyze the data, and present a graphic and verbal representation of their findings to their classmates?” The ability to create a list of questions in order to gather data could be essential in many careers. The ability to analyze data will be necessary in almost every facet of life. Whether you are comparing prices of necessities or luxury items that they will purchase, students will need to understand the rationale average pricing and how to determine the better use of money. The ability to present verbal and digital reports is essential in all academic encounters and is beneficial to anyone during an interview process. After all, during an interview process, the interviewee is selling themselves to the buyer!
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How can students use technology to create an online survey, collect and analyze the data, and present a graphic and verbal representation of their findings to their classmates? ||
 * II. How are new literacies featured in your compelling question? || Students will need to demonstrate their knowledge of graphical representations of their data and to verbalize their understanding of their findings through the use of technology (Web 2.0 tools). ||
 * III. How will you organize or group your students for the PBI? || Students will be strategically selected and places in groupings of four. Groups will be heterogeneously mixed with varying ability levels. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Students will need basic keyboarding skills, basic knowledge of use of Internet, knowledge of how to calculate measures of central tendency and how to create, read, and interpret all type graphical representations of data. Coverage of data analysis will be completed prior to this inquiry process. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Through the use of an Activboard Flipchart, the teacher will demonstrate how to create a survey using Google Forms and then use data from an online resource to illustrate data analysis and graphical representation. By providing the students with leading questions for their survey the teacher will be able to set parameters and control the data gathered. This will assure that students will be able to see a range of data to better reflect real world statistics. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || The teacher will monitor progress by providing leading questions to guide students as they work through all of the processes required for the project. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Students will be evaluated using rubrics. Elements to be included
 * Did students understand and accurately follow directions for data collection?
 * Were students able to apply their knowledge of how to represent data via spreadsheet and graphically?
 * Did students analyze the data successfully?
 * Were students able to create a presentation that reflects their findings?
 * Were students able to evaluate their peers collaboration efforts. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it
 * Activeboard Flipchart demonstrating Google Forms survey creation
 * Google Forms survey
 * Graphical representations of data
 * Web 2.0 presentation.
 * We plan to publish our product via Wikispaces, VoiceThread, and Google Forms.
 * We plan to publish our product via Wikispaces, VoiceThread, and Google Forms.

New Literacies featured in Compelling Question
Students will create an online survey using //Google Forms// that they will use to collect their data. After the data has been collected, they will calculate the required Measures of Central Tendency and chose a Web 2.0 graphing tool from a list that will be provided to create a graphical representation of their data. Students use the results from a predetermined survey question and compare that data to data from another country. Students will select a presentation tool from a list of Web 2.0 tools to showcase their findings. The presentation tools will allow the students to communicate their information by using verbal representation via an automated voice or their own. By using these tools, students can also include a text representation of their findings if they so desire. =Gather and Analyze Information=

Organization of collaborative groups
In order for students to benefit from working with varying abilities, students will be strategically selected and placed in groupings of four. Members of the heterogeneously mixed groups will have specific roles that they will be fulfilling based on their abilities and preferences. Each student will be required to participate in discussions, assist with research and data collection, and fulfilling their individual role. Individualized roles will include:
 * Reporter – This student will share the group’s work (verbally, digitally, etc.)
 * Timekeeper – This student will keep the group on schedule.
 * Facilitator – This student will guide the group to complete the process and collaboratively complete the project within the designated time frame.
 * Script Writer – This student will take the lead in creating the group’s final product.

Prior Knowledge Requirements
Students should have become proficient at calculating Measures of Central Tendency from the lesson leading up to this activity. It is also important that students know how to develop and interpret a graph. The ability to identify different types of graphs and understand which type to use is dependent on the nature of the data that is collected. Explaining and inferring what the data represents will be an essential part of this project. Therefore, a good understanding of graphical representation is a must.

Scaffold and Support of Students' Gathering and Analyzing Information
Through the use of an Activboard Flipchart, the teacher will demonstrate how to create a survey using //Google Forms// and then use data from an online resource to illustrate data analysis and graphical representation. The methods of data analysis will include determining Measures of Central Tendency, creating bar graphs, pie graphs, line graphs and other graphical illustrations of data. By providing the students with leading questions for their survey, the teacher will be able to set parameters and control the data gathered. These parameters will assure that students will be able to see a range of data to better reflect real world statistics.

Additional Teacher Responsibilities
• Determine a data element that we can make a global connection with middle school students. Data elements that students can use to make a global connection include: • Create rubric. [Basic rubric listed in plan; detail not developed for this plan.] • Determine Web 2.0 tools for graphical representation. • Determine Web 2.0 presentation tools. • Create Flipchart demonstrating how to create a //Google Form//. [Not created for this plan.] • Create a //Google Form// that can be used to collect data. Student PBI Statistics Project Survey Example – [] • Generate data. [Used [|www.random.org] to create data for creating example.] • Create a Flipchart to demonstrate how to use //Excel// to analyze data and create graphs. [Not created for this plan.] • Generate graphical representation of data by using //Create a Graph//. [Created but not used at this time.] • Create a Flipchart to demonstrate the Web 2.0 presentation tools. [Not created for this plan.] • Create a sample of a presentation using the Web 2.0 presentation tool Voicethread. Student PBI Statistics Project Presentation Example - **[]** • Schedule presentations. [Not determined for this plan.]
 * Household size.
 * Internet use.
 * Phone type.
 * Chartgo – [|www.chartgo.com]
 * Online Chart Generator – [|http://chargen.blogspot.com]
 * Create A Graph – []
 * Animoto – []
 * Prezi – []
 * Voicethread – []

Student Responsibilities
• Create survey. • Gather data. • Analyze data. • Create presentation. • Present findings. =Creatively Synthesize Information= During the gathering of information for this project the teacher will ask specific questions to direct the students. By asking these questions, the teacher will be able to monitor if the student is on task and where his or her deficiencies lie. As students move through the assignment, the teacher should see a sense of independency emerge in students work habits. Through this process, the instructor will change roles to facilitator. The guiding questions should draw a connection to the task by using prior knowledge and bring a sense of confidence. =Critically Evaluate & Revise= Students PBI product will be their final presentation. In order to properly create their final presentation, students will also be evaluated using a rubric that will include the following elements: =Publish & Share= As a result of this project there will be several technology products. These products will support the instruction by demonstrating how to complete each portion of the project. The products will also provide examples of what the teacher expects the students to produce. Products will include:
 * Did students understand and accurately follow directions for data collection?
 * Were students able to apply their knowledge of how to represent data via spreadsheet and graphically?
 * Did students analyze the data successfully?
 * Were students able to create a presentation that reflects their findings?
 * Were students able to evaluate their peers’ collaboration efforts?
 * The teacher will create an //Activeboard// Flipchart that will give an example on how to develop a survey using //Google Form//. During the presentation of the Flipchart, the teacher will also give examples of suggested questions that students may use in developing their survey.
 * In addition to creating the flipchart, the teacher will also create a survey using //Google Form// to show the students an example of what is expected. This will be a great way to create an artifact for them to reference during the creation of their own. The students will then create their own survey which they will use to collect their data.
 * Each time that the student surveys are complete, the information will be recorded in a //Google// spreadsheet. From here, //Google Form// offers students a chance to view the information in a variety of types of graphs. The teacher will also provide an example for students to reference as they prepare their own object.
 * After the data has been recorded, analyzed, and graphed, the teacher will use the Web 2.0 presentation tool //Voicethread// to display the findings. This tool allows the teacher to record their own voice which could make the presentation more personable to their students. After the demonstration on how to use one of the Web 2.0 presentation tools, the students will be provided with a list of Web 2.0 tools to choose from.

__Technology Objectives__
[Not yet determined.]

__Content Objectives__
Statistics & Probability (6.SP.1-3) - Develop understanding of statistical variability. Statistics & Probability (6.SP.4-5) - Summarize and describe distributions.

__Standards for Mathematical Practice__

 * 1) Make sense of problems and persevere in solving them.
 * 2) Reason abstractly and quantitatively.
 * 3) Construct viable arguments and critique the reasoning of others.
 * 4) Model with mathematics.
 * 5) Use appropriate tools strategically.
 * 6) Attend to precision.

__Technological Pedagogical Content Knowledge (TPACK)__
We feel prepared to begin transforming ourselves from instructor to facilitators. We are a little concerned that our students will not be able to handle the new-found freedom that the new literacy strategies offer. The time spent at the New Literacies Institute has challenged us to take a look at new ways to present information to our students and co-workers. The exposure to many of the Web 2.0 tools has broaden our vision of what can be achieved in the classroom to prepare our students for the future. Google Form - **[] ** VoiceThread Presentation - **[]** ||
 * __Technology Product A__**
 * __Technology Product B__**