ICT teacher handbook/Data representation and processing - Revision history

Yogi: 1 revision imported: from troer

2017-06-28T09:00:35Z

1 revision imported: from troer

Ranjani: /* Data tell stories */

2017-06-11T20:30:48Z

Data tell stories

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Guru: /* Data tell stories */

2016-12-12T09:23:07Z

Data tell stories

Ranjani at 06:58, 23 November 2016

2016-11-23T06:58:32Z

Ranjani at 06:49, 23 November 2016

2016-11-23T06:49:37Z

Ranjani at 02:21, 22 November 2016

2016-11-22T02:21:21Z

Ranjani at 00:55, 22 November 2016

2016-11-22T00:55:08Z

Ranjani at 00:12, 22 November 2016

2016-11-22T00:12:27Z

Ranjani at 23:55, 21 November 2016

2016-11-21T23:55:14Z

Yogi: /* =A concept map of data */

2016-10-15T13:08:59Z

=A concept map of data

@@ Line 32: / Line 32: @@
 #Data sets have to be prepared (in sets of 2 or 3) for each computer/ group of students. A data folder must be created on each computer and the data sets copied.
 #Copy the data folder on the computers.  For each data set, make a set of questions for the students to answer after a study of the graph.  After the students complete the analysis, encourage them to express the summary of the analysis in the form of a mind map. The following questions can be given to the students for discussion
-##What are the data elements captured?
+##What data elements are captured?
-##Is the data giving your exact numbers or only relative estimation?
+##Does the data give your exact numbers or only relative estimation?
 ##What can you conclude from the data?
-##What are the advantages in each kind of representation? When do you think each method is suited?
+##What are the advantages in each kind of representation? When do you think is each method suited?
 ##What further information on the topic would you like to find out?
 #The data sets can be drawn so as to represent different subjects
 #Encourage students to use a text editor to type their observations
 ====Organizing data to make meaning====
-#This activity will take 80 minutes and will involve going out to collect data
+#This activity will take 80 minutes and will involve students going out to collect data
 #If any permissions for conducting surveys, going out of school is needed, they have to be taken.
 #Let students collect the data and make their notes.  Encourage them to discuss how the raw data has come and how we have to identify data elements for capturing
@@ Line 47: / Line 47: @@
 ====Concept map and text document====
 #Together these activities could take 4 periods
-#Make sure to explain to the students the cumulative nature of the portfolio
+#Make sure to explain to the students about the cumulative nature of the portfolio
-#Explain the use of a concept map to clarify one's thinking, make connections between concepts
+#Explain the use of a concept map to clarify one's thinking, make connections between the concepts
 #The students should understand that a text document is another way of representing analysis and findings
 #Discuss with students the advantages of different kinds of data representation and show how formats can be combined (by inserting a mind map as an image)

@@ Line 3: / Line 3: @@
 {| cellspacing="0"
 | [[File:Book.jpg|none|80px|Book image]]
-| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Data_representation_and_processing_level_1|Data representation and processing level 1]]
+| style="padding-left:2px;" | Go to <br /> [[ICT_student_textbook/Data_representation_and_processing_level_1|'''Level 1''']]
-[[ICT_student_textbook/Data_representation_and_processing_level_2|Data representation and processing level 2]]
+[[ICT_student_textbook/Data_representation_and_processing_level_2|'''Level 2''']]<br>
-[[ICT_student_textbook/Data_representation_and_processing_level_3|Data representation and processing level 3]]
+[[ICT_student_textbook/Data_representation_and_processing_level_3|'''Level 3''']]
 |}</div>

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=What is the nature of ICT|Curr=Data representation and processing|Next=Communicating with graphics}}
 ===Chapter Objectives===
 #Understanding how to read data in various formats and representations and analyze

@@ Line 30: / Line 30: @@
 ##What further information on the topic would you like to find out?
 #The data sets can be drawn so as to represent different subjects
-#Rubrics for assessment
+#Encourage students to use a text editor to type their observations
 ====Organizing data to make meaning====
 #This activity will take 80 minutes and will involve going out to collect data
@@ Line 39: / Line 36: @@
 #Let students collect the data and make their notes.  Encourage them to discuss how the raw data has come and how we have to identify data elements for capturing
 #Take photographs of raw data and tabulated data
-#The intention of this activity is to prepare students to look at data analysis.
+#The intention of this activity is to prepare students to look at data analysis and not so much focus on a digital output
-#Prior preparation
+====Concept map and text document====
-#Methodology
+#Together these activities could take 4 periods
-#Discussion questions
+#Make sure to explain to the students the cumulative nature of the portfolio
-#Subject integration
+#Explain the use of a concept map to clarify one's thinking, make connections between concepts
-#Assessment
+#The students should understand that a text document is another way of representing analysis and findings
-====A concept map of data====
+====Number patterns====

@@ Line 35: / Line 35: @@
 ====Organizing data to make meaning====
-#Time estimate
+#This activity will take 80 minutes and will involve going out to collect data
 #Prior preparation
 #Methodology

← Older revision	Revision as of 09:00, 28 June 2017
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← Older revision		Revision as of 13:08, 15 October 2016
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	#Assessment		#Assessment

−	==A concept map of data=	+	=A concept map of data=