Measures-Methods
Students consider the types of methods employed to conduct the measurement given the context of the investigation.
Teacher Reflection Prompts
- Given certain measurement procedures, what do I want students to learn about the rationale behind the procedures?
- How might I scaffold classroom activities so that students can explore and critique the rationale behind measurement procedures?
- How might my introduction of the measurement context affect students’ perception of the investigative question?
- How can I scaffold an activity for students to evaluate the appropriateness of the measurement procedures given the context and issues of ethics?
Student Prompts
- How should the question of interest be phrased so that it is clear what is being measured?
- What method should be used to address the question given the context?
- In what ways is the method appropriate given the context of the situation (ie. the identity of the sample population, physical/environmental constraints, etc)?
- How may the plan affect the resulting data being collected (for either data to be collected or already collected)?
- How should the questions or methods be adjusted to address concerns of fairness and justness?
Measures-Technology
Students consider the types of technology employed in the measurement processes given the context of the investigation.
Teacher Reflection Prompts
- What tools are my students using for the measurements?
- How familiar am I with the tools? If I am not familiar with the tool, how might I learn the basic operations?
- How can I scaffold the use of the tools for my students? What are certain issues around accessibility that might arise?
- How can I scaffold the tasks so that my student can consider the rationale behind using a particular tool?
- How can I scaffold an activity for students to evaluate the tool based on: its usefulness, the context, and issues of ethics?
Student Prompts
- What particular tool is being used to collect information?
- How might this tool be the most appropriate and efficient for this particular data collection plan?
- What changes can be made to an already existing data collection plan to make it more appropriate and efficient?
- What might be some areas that the tool will not be able to address?
- How should a combination of tools be used to address the question and data collection plan?
Measures-Communications
Considering the context of the investigation, students communicate and evaluate the measurements being performed.
Teacher Reflection Prompts
- How are the measurement procedures in the lesson being communicated?
- What are some areas in measurement steps where my students might get confused?
- What is the format in which I want my students to communicate their measurement procedures?
- What is the rationale behind wanting my students to present the steps in a particular format?
- How might I ask my students to think about what may not have been communicated about the measurement procedures and why that was the case?
Student Prompts
- What was included in the description of the measurements (ie. question and data collecting plan)?
- What are parts that are unclear?
- Were any discrepancies between the theorized collection plan and actual collection plan mentioned? How might these discrepancies affect your interpretation of the results?
- How should measurement procedures be communicated so that they are clear to the audiences?
Measures-Ethics
Students consider the ethical concerns related to a specific measurement being performed given the context of the investigation.
Teacher Reflection Prompts
- How will I ask my students to think about who will be affected by the investigation being conducted?
- How will I ask my students to think about the issues of ethics given the context of the measurement?
- How will I structure an environment so that my students can discuss issues of ethics in a physically and emotionally safe way?
- How will I address issues of ethics that are brought up about the measurement process in a caring and empathetic way?
- How can I encourage students to talk about changes they can make to the measurement procedures after having identified ethical concerns?
Student Prompts
- How should the collection plan be made to account for issues of morals and justice?
- How should the investigative question be asked so that (ie. ethical and just)?
- Who may be excluded given how the question is posed and/or how the data collection plan is set up?
- If there are exclusions present, what would this exclusion mean for the results?
- How might the data collection plan be created so that it is fair and just when addressing issues based on the context of the question?
- How might a harmless approach be created and used in the data collection process?