The data that most stood out to me was ….A probable reason for this difference is ….A probable reason for that pattern is ….An anomaly/outlier/different pattern in the graph is ….Sentence starters teachers can provide students include: Sentence starters can range in their cognitive demand, moving from identifying information and patterns in the graph to generating comparisons, predictions, and hypotheses. Sentence starters provide a focal point for students to begin writing (or saying) an interpretation of the data they are viewing in graphical form. Sentence starters are one way to scaffold students' interpretation of graphs. Using sentence starters to analyse graphs 'Language for graphs and statistical displays'. Two strategies to support students to interpret graphs are:Īdditional strategies to support students to read graphs can be found in choice of graph type (for example, pie chart, line graph, bar graph, column graph).scaling of axes (for example, linear or logarithmic).Teachers should explicitly teach the meaning-making (semiotic) systems of graphical representations before having students analyse graphs (see 'Explicitly teaching text structure' and ' Reading and unpacking visual representations of data' ). Individuals with higher levels of graphical literacy are better able to find information in graphs, and they spend more time looking at conventional features of graphs to generate more accurate interpretations (Okan, Galesic & Garcia-Retamero, 2015). Using this form of representation, students must: Much of the HPE curriculum involves students being presented with information in graphical form. Graphs communicate important quantitative information in a visual format and are often used to communicate health and medical information. Using sentence starters to analyse graphs.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |