SamStage3

**Notes for next time:** Too many lessons! 3 lessons max,and each needs to be a different topic, rather than an extension of the same topic.
=Stage 3 - Plan Learning Experiences and Instruction=

=Lesson 1= Secretaries should understand the purpose of the data that they collect as part of their job. **(Why)** Use State guidelines for collecting and entering required data into the district Student Information System. **(What)** Aggregated graphs will use interactive visualization software called Tableau, so students will have a chance to interact with the data **(Explore)** Survey: Multi-choice quiz delivered as an online survey; will assess understanding of subsidy calculation and the real cost of inaccurate data. **(Experience)** Online survey tool **(Type II Technology)** 20 minutes for pre-test, plus 1 hour lesson. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the purpose and coding for much of our data collection is defined by state and federal agencies. **(Where)**
 * (H)** 1.2 Visual Analysis of aggregated survey results. Use colorful and informative graphs to attract attention. **(Hook)**
 * (E)** 1.3 Students will know what values belong in each enrollment field field **(Equip)**
 * (R)** 1.4 Students will use aggregated survey results to rethink their own answers. **(Rethink)**
 * (E)** 1.5 **Pre-assessment:** Online Survey (using Infinite Campus) to discern ability level and existing knowledge of enrollment field utility.
 * Timely Feedback:** Teacher feedback, aggregation and demonstration of survey results **(Evaluate)**
 * (T)** 1.6 **Verbal:** Students will read and respond to survey questions, and will discuss the aggregated results.
 * Logical:** Some of the survey questions will require logic to answer, plus we'll analyse aggregated responses.
 * Visual:** Analysis of aggregated survey results will include visually informative charts.
 * Interpersonal:** There will be a group discussion of survey results to elaborate on understandings of enrollment field utility.
 * Intrapersonal:** The survey will require some reflection on each student's existing knowledge.
 * (O)**1.7 Students will be able to criticize state data collection procedures and definitions. **(Facet)**

Secretaries should understand the financial implications of the data they handle on a daily basis. **(Why)** Use State guidelines for collecting and entering required data into the district Student Information System. **(What)** Students will be encoruaged to use "dia" which is a free diagram tool that might be used for creating their timeline. **(Explore)** Summary: Five point written summary of a current data collection procedure used in their school. **(Experience)** 5 point summary & timeline **(Product)** 1 hour lesson **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand the importance of accuracy, evaluation and re-design of data collection and data entry procedures. **(Where)**
 * (H)** 2.2 Show a quick YouTube video to demonstrate an extreme case of how expensive inaccurate data can be. **(Hook)**
 * (E)** 2.3 Students will know how to evaluate their data entry procedures. **(Equip)**
 * (R)** 2.4 Students will create a timeline using their 5 point summary and will revise and refine based on teacher feedback. **(Revise/Refine)**
 * (E)** 2.5 **Check for Understanding:** Sequencing Events.
 * Timely Feedback:** Teacher feedback, in class help with sequencing. **(Evaluate)**
 * (T)** 2.6 **Verbal:** Teacher feedback
 * Logical:** Creation of the timeline will require logical sequencing.
 * Visual:** The YouTube video used in the hook will appeal to visual learners.
 * Musical:** The YouTube video may also appeal to auditory learners.
 * Intrapersonal:** Students will reflect on a data entry procedure that they use in their own school.
 * (O)** 2.7 Students will be able to evaluate current data entry procedures **(Facet)**

Secretaries should understand the value in improving their critical data entry procedures. **(Why)** Use State guidelines for collecting and entering required data into the district Student Information System. **(What)** Use a stopwatch to time and old process and a new process and compare speed and accuracy **(Explore)** Diagram: Fill in a simple flow chart template to show an improved data entry procedure. **(Experience)** Thinking diagram & Flowchart. **(Product)** 1 hour lesson **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand the importance of accuracy, evaluation and re-design of data collection and data entry procedures. **(Where)**
 * (H)** 3.2 Work smarter not harder. **(Hook)**
 * (E)** 3.3 Students will know how to improve & redesign their data entry procedures **(Equip)**
 * (R)** 3.4 **Rethink/Revise** the data entry procedure based on thinking diagram and peer feedback.
 * (E)** 3.5 **Check For Understanding:** Use a thinking diagram to compare efficiency and accuracy of the students existing procedure with a possible new procedure
 * Timely Feedback:** Peer feedback, discuss each others's procedures to learn from each other.
 * (T)** 3.6 **Verbal:** Group discussions enable verbal learning.
 * Logical:** Ordering of flowchart will require use of logic.
 * Visual:** The flowchart diagram is a good visual learning device.
 * Kinesthetic:** Use of stopwatch to time each process may appeal to kinesthetic learners.
 * Interpersonal:** The group discussion for peer feedback will appeal to interpersonal learners.
 * Intrapersonal:** Creation of thinking diagram will require introspection.
 * (O)** 3.7 Students will be able to build new procedures to improve data accuracy. **(Facet)**

Secretaries should understand who uses the data that they collect and enter. **(Why)** Use State guidelines for collecting and entering required data into the district Student Information System. **(What)** Explore other class members Venn diagram's **(Explore)** Diagram: Venn diagram of data users to show intersections between users and data points. **(Experience)** Venn Diagram **(Product)** 1 hour lesson. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that enrollment data in our local Student Information System directly impacts both State funding __ and __ local administration. **(Where)**
 * (H)** 4.2 Present a role-play discussion on data use between the district superintendent and a school principal. **(Hook)**
 * (E)** 4.3 Students will know who uses each piece of data (both locally and at the state level). **(Equip)**
 * (R)** 4.4 Revise and refine Priority Lists and Venn diagrams after class discussion **(Revise/Refine)**
 * (E)** 4.5 **Check for understanding:** Make a priority list matching data fields with data users. **(Evaluate)**
 * Timely Feedback:** Self evaluation of Venn Diagram after class discussion
 * (T)** 4.6 **Verbal:** Students will participate in role-play and class discussions.
 * Logical:** Construction of the Venn Diagram will require logical thinking.
 * Visual:** Venn Diagrams also appeal to visual learners.
 * Interpersonal:** Interpersonal learners will be engaged by class discussion & sharing of diagrams.
 * Intrapersonal:** Students will be asked to self evaluate their diagram.
 * (O)** 4.7 Students will be able to consider the needs of all data users. **(Facet)**

Secretaries should understand that some data collections are mandated by state and federal agencies. **(Why)** Use State guidelines for collecting and entering required data into the district Student Information System. **(What)** Extract applicable timeline events from MDOE's reporting calendar. **(Explore)** Survey: Multi-choice quiz delivered as an online survey; will assess understanding of why each data point is collected. **(Experience)** Online survey tool **(Type II Technology)** 1 hour lesson. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the purpose and coding for much of our data collection is defined by state and federal agencies. **(Where)**
 * (H)** 5.2 Visual Analysis of aggregated survey results. Use colorful and informative graphs to attract attention. **(Hook)**
 * (E)** 5.3 Students will know reporting dates and timeline. **(Equip)**
 * (R)** 5.4 Rethink answers to survey after reflective exercise **(Rethink)**
 * (E)** 5.5 **Check for Understanding:** 3-2-1 Reflection to synthesize understanding of reporting deadlines.
 * Timely Feedback:** Peer feedback, reacting to each other's reflections
 * (T)** 5.6 **Verbal:** The lesson will include discussions and reflective statements.
 * Logical:** Use of calendars and sequencing should appeal to logical learners.
 * Visual:** Aggregated survey responses will be displayed to the class in charts and graphs.
 * Interpersonal:** Class discussions will engage interpersonal learners.
 * Intrapersonal:** The quiz & self reflection will trigger introspection.
 * (O)**5.7 Students will be able to explain how state data collections affect district funding. **(Facet)**

Secretaries should understand the basic funding formula the state uses to allocate money to districts. **(Why)** Use State guidelines for collecting and entering required data into the district Student Information System. **(What)** Explore the excel template, and consider data accuracy affects funding **(Explore)** Discussion: Open critique of each data entry flow charts, student will use their data experiences to make suggestions to others. **(Experience)** Lesson will lead into Assessment Task. **(Product)** 1 hour lesson. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that enrollment data in our local Student Information System directly impacts both State funding __ and __ local administration. **(Where)**
 * (H)** 6.2 Presentation using Excel template for state finding formula. **(Hook)**
 * (E)** 6.3 Students will know state funding formula works. **(Equip)**
 * (R)** 6.4 Revisit the data entry flow charts from lesson 3, and revise the process after considering the affects of accuracy and funding **(Rethink/Revise)**
 * (E)**6.5 **Check for understanding:** As I see It: elicit opinions and understandings about factors involved in funding.
 * Peer feedback:** Discuss opinions and understandings.
 * (T)**6.6 **Verbal:** The lesson will include discussions and a verbal lesson about how to use the Excel template.
 * Logical:** Revisiting the flow charts and using the excel template should appeal to logical learners.
 * Visual:** The Excel template should also appeal to visual learners.
 * Interpersonal:** Group discussions around week 3 flow charts will appeal to interpersonal learners.
 * Intrapersonal:** Rethink and revision of flow charts will ask students to think about their own processes.
 * (O)**6.7 Students will be able to recognize situations where inaccurate data is detrimental to the district **(Facet)**

2004 ASCD and Grant Wiggins and Jay McTighe