Engaged Learning Project

Title of Project: School-Wide Incentive

Subject(s): Math
Grade Level(s): 7
Abstract:
Students will act as surveyors to determine what the theme/activities should be for the next school-wide
incentive. They would be required to survey an appropriate sample size in an unbiased way that
represented the overall population, include ideas about what some other schools are doing, analyze the
data, and then present their product in the form of an idea pitch to the principal/counselor. The
presentation would be group made and include not only predictions about what the general student body
prefers, but possibly include some differences between grade-levels or gender. The task would be
authentic/meaningful because everyone would get to experience the results of their pitch.
Learner Description/Context:
The learning would mostly take place in the classroom where students have Chromebooks, and access to
Google features. Then when they determine their sample size and how many students from each grade
level to survey, they would have to spend some time out of their math class to complete the surveys. For
example they could conduct their survey of students in other math classes during class, conduct their
surveys during breakfast in the morning where all grade-levels are present, conduct their surveys at each
grade levels lunch, or do an online voluntary-response survey. Although I work with students of
different academic levels, many of my students experience a lack of connection with the school. There
is not much emphasis on academic excellence in their homes which means teachers are constantly
finding creative ways to increase interest in academics, which in turn increases motivation. All students
know about the regularly scheduled school-wide incentives so the context of the survey would be
familiar to everyone. Many of the students that are academically disconnected are very social and
highly opinionated and this project would teach them a more positive way for their voices to be heard.
Initially the students ideas would mirror their likes, or what appeals to them culturally, but research
would have to be related to what appeals to most of the middle school students.
Time Frame:
I predict that the learning experience would take the entire unit (about 4 weeks) to complete as the
students develop their understanding of samples, survey methods, and analysis methods. Most of the
learning experience would take place in the classroom, outside of the actual surveys.
Standards Assessed:
I would be addressing all of the 7th grade statistics standards:
Use random sampling to draw inferences about a population.
7.SP.1. Understand that statistics can be used to gain information about a population by examining a
sample of the population; generalizations about a population from a sample are valid only if the sample
is representative of that population. Understand that random sampling tends to produce representative
samples and support valid inferences.
7.SP.2. Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the
variation in estimates or predictions.
Draw informal comparative inferences about two populations.
7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar
variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of
variability.
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

7.SP.4. Use measures of center and measures of variability for numerical data from random samples to
draw informal comparative inferences about two populations
NETS-S
1. Creativity and Innovation
2. Communication and Collaboration
4. Critical Thinking, Problem Solving, and Decision Making
Learner Objectives: By the end of the engaged learning project students should be able to analyze data,
and understand how to compare data findings to make a decision about a related population. Students
would also learn how to use productivity tools to organize data, to collaborate with peers on a project,
and to present an idea to an audience in a visual and written form.
The hook or Introduction:
I would first pose a question to the students, If you had the opportunity to plan one of the school
incentives, what would you do? What kind of activities would you provide? I would allow the
students some time to discuss their ideas, and then ask them more specific questions such as How
would you include all the other students? What if people do not have the same interests as you? What
could you do then? This conversation would lead to the discussion about using statistics as a way to
answer questions involving a population.
Process:
The students will complete their project gradually as an application of learning 2 to 3 substandards/elements each week. The students would receive a combination of direct instruction and
collaborative learning for each lesson using various resources in addition to our 7th grade math textbook.
Then after receiving instruction, working collaboratively with peers, and receiving feedback from small
formative assessments, students would apply their knowledge to their project. The formative
assessments would be in the form of short paper quizzes, or short electronic quizzes using Google Forms
or Socrative, similar to any other unit formative assessments. For example as we discuss the measure of
center that best represents a population, students will apply this information to their project. When the
students are demonstrating their understanding through the project, I will be there for support and to
check-in with each group or individuals who struggle with the math. Then the project will be paced with
a checklist that matches the progression of standards in the lesson. The first activity would be to learn
about different survey methods and creating an unbiased survey, because the first project task would be
to survey their peers. I will be teaching the material and assessing the skills/concepts each week so the
students are applying their understanding appropriately. This would also require for me to check in with
each group weekly and provide feedback on their progress and how they are collaborating. I would also
provide a student checklist so students can constantly monitor their project progression goals each week
and not get off track. The students are choosing how they survey their peers, how they analyze their
information, and how they present their conclusions. Once everything is complete the students can
choose to put their school-wide incentive idea in a Google Presentation, or use something different such
as Prezi or PowToons.
Product:
The end product is that the students will be able to have their voices heard by either the principal or the
school counselor who actually plans the school-wide incentives, and then they would get to experience
the results of the plans they pitched. The students appreciate the incentives but many times have
opinions afterwards about what activities or themes we could have. Technology is heavily integrated in
the project as students could use technology for their survey, their data collection/storing, and for their
data analysis. The students could broadcast their survey and results on the morning announcements
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project

using the schools YouTube page. They would also use technology for their presentation. Before
submission the students would complete a self-assessment using a Google Form asking about how they
think the project related to statistics and inferences in addition to the type of grade they feel should be
issued. Through this form the students would also have the opportunity to discuss how their group
worked together throughout the project. The students would lastly summarize their project in a more
formal writing process by collaborating with the language arts teachers using this summary as a writing
prompt in that class and receiving feedback. My assessment of the project would be in the survey
method they chose, and how they analyzed, compared, and displayed the data. Afterwards, the chosen
incentive plan would be enjoyed by the entire student body. In addition their presentation and pictures
from the incentive they planned will be shared on the math and school website. I would also share the
completed presentation/video with the other middle schools in our district to show how they could plan a
school-wide incentive. I will assess the product based on the data collection, data analysis, data
inferences, and presentation.
Indicators of Engaged Learning
The highest indicator of engaged learning is that the project would be authentic/meaningful because
their product would extend beyond the classroom. The project would also be standards-based and
challenging, but student directed. Instead of having a traditional lesson about statistics, which is
difficult for my students to relate to because they are not used to conducting meaningful surveys, they
would get to learn while doing. Lastly, the project would be performance-based as it would extend
beyond the classroom and have a real audience. The indicator I would like to strengthen would be how
to make it multidisciplinary. Obviously they would have to use reading, writing, communication skills,
but it would be great to extend this to subjects other than math.
Technology Use:
Students will have to use a survey tool such as a Google Form, a data organization tool such as Google
spreadsheets, and a presentation tool (Google Presentations, Google Sites, PowToons, Prezi, etc). I will
provide these as suggestions since all my students have access to these collaborative tools, but will be
open to other forms of organization or presentation tools for more advanced groups. This supports the
collaboration and student-directed indicators of engaged learning.
References and Supporting Material:
The assessment of the project would require a rubric and for some low learners a sample project for
them to refer to. The rubric would be a simple 4 point scale rubric assessing the students on complete
data collection, the accuracy of how the data was analyzed, how well their inferences related to the
actual data collected, and the appearance/completion of a presentation. This can be created using
iRubric
Lepi, K., (2013) 3 Rubric Makers That Will Save You Time And Stress retrieved April 23rd 2015 from
http://www.edudemic.com/time-saving-rubric-makers/

Jo Williamson, Ph.D., Kennesaw State University