Aggregate-Methods
Students consider what methods are used to produce the aggregate given the context of the investigation.
Teacher Reflection Prompts
- How should I introduce the methods for finding aggregate?
- How do I structure an activity where students get to explore how their interpretation of the data changes depending on the aggregate method used?
- How do I engage students in a discovery of when using an aggregate is appropriate or not?
Student Prompts
- What is a proper aggregate based on the methods used, the results displayed, and the question being investigated?
- How will the use of one method to obtain an aggregate affect the way viewers interpret the claims and data story?
- When might an aggregate view of the data not be appropriate? If so, how should the data be represented?
Aggregate-Technology
Students consider the technology used to calculate an aggregate given the context of the investigation.
Teacher Reflection Prompts
- What tools of I know of that can help calculate aggregates? If I do not know many tools, what resources might I refer to?
- How should I introduce my students to tools that calculate aggregate?
- How do I structure an activity where students can explore the pros and cons of different aggregate tools?
- How do I engage students in reflecting on what aggregate tool is available based on the context of the investigation?
Student Prompts
- What tool can I use to calculate the aggregate?
- How might one tool be better than another (ie. more accurate numbers, easier to use, more contextually relevant, etc)?
- What is the justification for why a certain technology is being used for the aggregate versus another (ie. based on context, ease of access/use)?
Aggregate-Communications
Considering the context of the investigation, students communicate and evaluate the aggregate AND the claims and data stories resulting from an aggregate.
Teacher Reflection Prompts
- How do I support students in finding and interpreting the aggregate given the context of the investigation?
- How do I engage my students in considering how the aggregate affects their interpretation of the the claim/data story presented?
- How do I engage students in considering whether an aggregate is appropriate given the context?
- How do I engage students in exploring alternative aggregates and how that affects the interpretation of results?
Student Prompts
- Is an aggregate being used to communicate something about the claim or data story?
- What is the the aggregate in the data?
- What is that aggregate meant to support?
- What might be a reason why another aggregate might be better or should an aggregate not be used given the context of the investigation?
- How is the aggregate used to give information about two different contexts if two or more similar aggregates are being compared?
Aggregate-Ethics
Students consider how aggregating data may pose ethical concerns given the context of the investigation.
Teacher Reflection Prompts
- How do I handle issues of ethics that come up in a sensitive, caring, and empathetic way?
- How do I engage students in considering who is or isn’t represented by the aggregate?
- How should I engage students in a discussion that reimagines the use of an aggregate in a manner that is fair and just?
Student Prompts
- When data is being aggregated, who might be lost in the number?
- What are some concerns about ethics, moral, and justice that come up given the aggregate of a data?
- In the event of ethical concerns, should a different aggregate be used or should one not be used?