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Identifying Bias in Data Management, Grade 7 & 8

2/21/2015

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Being able to critically analyze data and identify bias is an integral part of becoming a critically literate citizen.  Identifying bias and learning how to design an unbiased survey is also part of the intermediate Math curriculum in Data Management, and so my instructional coach and I put together a lesson and culminating unit task that specifically focuses on bias.

The double period lesson begins with students taking on the role of a particular character, and selecting a graph that shows data in such a way that would best represent the position of that character.  The characters then get together to defend their positions, using the data to help them debate their counter-character.
During the lesson's debrief, we guide the students through specific factors (for example, unrepresentative sample population, survey questions that are unclear or answers that are not mutually exclusive, a graph whose scale doesn't begin at 0, some information purposely left out, etc.) that can "skew" the data or create a biased representation.
As we wanted to integrate technology, we also built a Kahoot partner-based multiple choice quiz into the debrief.  Then, to consolidate the learning, we ask students to create a list of ways in which surveys and graphs could be biased.  We provide an answer key for self-checking.  A homework checklist and justification list of examples are distributed so that students can practise and consolidate their new-found understanding of bias in data management.

See the complete lesson here.

Our culminating task will allow students to consider a topic of interest to them, and design an unbiased survey to collect primary data.  They will graph the results, then comment on why they chose the particular graph they did to display their data effectively, and will tell how the data could be used to influence and persuade, and by whom.  (For those teaching in a more integrated manner, rather than on rotary, I would also have students submit a media represention -- such as a flipagram or a series of tellagamis -- recounting the process.)

Thanks, Lise Grimwood, Instructional Coach, Peel District School Board, for your co-planning and co-teaching support with this lesson and its follow up!
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    About Vera...

    Vera & her Sons, April 2021
    After writing for several teacher and multiple birth publications, including ETFO's Voice Magazine, Multiple Moments, and the Bulletwin, Vera turned her written attention to prolific blogging for some years, including BiB,  "Learn to Fly with Vera!"  and SMARTbansho .  Homeschooling 4 was her travel blog in Argentina.  She now spends more time on her Instagram (@schalgzeug_usw)  than her blog (pictures are worth a thousand words?!) 
    DISCLAIMER
    The views expressed on this blog are the views of the author, and do not necessarily represent the perspectives of her family members or the position of her employer on the the issues she blogs about.  These posts are intended to share resources, document family life, and encourage critical thought on a variety of subjects.  They are not intended to cause harm to any individual or member of any group. By reading this blog and viewing this site, you agree to not hold Vera liable for any harm done by views expressed in this blog.
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Vera C. Teschow, OCT, M.Ed., MOT
Toronto, ON & St Peter's Harbour, PE
www.verateschow.ca 2021
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