Standard+3

****Standard 3 ** **Teachers understand that children learn differently. **  The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
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**Evidence 1 **: EDT 650 – Creating a Graph 

**Rationale 1 **: For this project, students in my Pre-Algebra class had to create a graph (pie chart, bar graph or line graph) using real life data that they either collected or found online. Once students found data to use, they made their graph using the website []. Then, each student needed to present their graph to the class and make a two question quiz for the class to take.

This lesson on creating graphs demonstrated the following mathematics and technology standards:

**Mathematics **

A.8.1 Use reasoning abilities A.8.4 Develop effective oral and written presentations E.8.1 Work with data in the context of real-world situations E.8.2 Organize and display data from statistical investigations E.8.3 Extract, interpret, and analyze information from organized and displayed data <span style="color: black; font-family: 'Arial','sans-serif';">E.8.4 Use the results of data analysis

**<span style="color: black; font-family: 'Arial','sans-serif';">Technology **

<span style="font-family: 'Arial','sans-serif';">A.8.3 Use a computer and productivity software to organize and create information <span style="font-family: 'Arial','sans-serif';">A.8.4 Use a computer and communications software to access and transmit information <span style="font-family: 'Arial','sans-serif';">B.8.2 Develop information seeking strategies <span style="font-family: 'Arial','sans-serif';">B.8.4 Evaluate and select information from a variety of print, nonprint, and electronic formats

<span style="font-family: 'Arial','sans-serif';">The goal of this lesson was for students to be able to take information they found or collected and make an accurate and appropriate graph. Normally, when students are asked to make a graph, they are given the information and told what type of graph they need to make. I felt that students learned more about graphs because they had to find their data and decide what type of graph would work best with their information.

<span style="font-family: 'Arial','sans-serif';">The lesson shows that I am able to have students create a graph electronically that is meaningful to them. Since we live in a digital world, I thought it was important to show students how to create a graph using the internet and hopefully, they will use this tool for projects in other classes. Also, by having students find information using the internet, students got practice researching a topic on the internet. Lastly, because students got to choose the topic for their graph, them seemed to be more motivated to complete their project.

<span style="font-family: 'Arial','sans-serif';">I did use this project two years ago before I started this masters program. When I used it, I had students create a graph using any data they wanted to, but I did not have them make a two question quiz for the rest of the class to take. Overall, students did a good job and enjoyed creating their graphs, but some students struggle with coming up with a topic for their graph or finding information on their topic. I planned on using this project last year, but I did not teach Pre-Algebra.

**<span style="font-family: 'Arial','sans-serif';">KSD **

**<span style="font-family: 'Arial','sans-serif';">3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes and can design instruction that helps use student strengths as a basis of growth. ** <span style="font-family: 'Arial','sans-serif';">For this project, students were able to use any data they wanted, which allowed them to use information that was of interest to them. Also, by creating their graphs electronically, students who are not artistic did not need to worry about the neatness of their graph.

**<span style="font-family: 'Arial','sans-serif';">3.S.2 The teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes. ** <span style="font-family: 'Arial','sans-serif';">Students were given options in what information they wanted to use for their graph, in which most students chose data that was of interest to them. Since most students chose information that was interesting to them, students were engaged and motivated to do a good job. Also, students had the option to use a pie chart, bar graph or line graph to present their data. This allowed students to create a graph that they prefer to use.

**<span style="font-family: 'Arial','sans-serif';">3.D.3 The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents and interests. ** <span style="font-family: 'Arial','sans-serif';">By having students pick their topic, students created graphs that were interesting to them. Students seemed to really enjoy this project, because they did not have to graph data that had no meaning to them.