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.
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.
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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.
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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!
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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