Organiser and creator of this MiniMOOC: Mihaela Chivoiu
Teacher in Östragymnasiet, Skogås, Sweden
Mihaela Chivoiu is a math teacher, who loves traveling and stories, old stories....
Goals of the MiniMOOC "The Lady with the Lamp" :
This MiniMOOC inspires to searching for knowledge and use it for the good of humanity. It also allows the students to develop several skills :
soft skills : collaboration, presenting results, creativity, communication in english, critical thinking, time management etc.
hard skills : computer skills (Excel , gapminder), data collecting, data presentation and interpretation, converting tables to diagrams, etc.
To capture the interest of pupils they will see a short animated statistics film where Hans Rosling (Swedish academic, statistician in charge of global health of Swedish population) it’s showing and discussing the over 200 years’ statistics about the life expectancy and the wealth of the people in different countries. (the film runs free on youtube. This is the engaging part.
After seeing this film the students should discuss in groups of 4-6 the impact of the film and write down their thoughts.
The students get the table with the Crimean war victims and try to figure out what this is about (2’), and then the Rose Diagram that explains the Table in a comprehensive manner (on paper or projected on the whiteboard, on their own computers, etc).
Group discussion about the importance of data presentation (3’).
Group discussion about the use of statistics and the power of statistics (5’).
Every group of students choose/decide a topic they want to collect a statistical material about and come up with a set of questions to inquire people in order to find out what they decided they want to know about. (max 3 questions). (15’)
clear activity explanation, museum involvement, resources for students to explore, test, collect data and question
The students watch a film about the types of collecting data and their applicability (8’)
The students take notes. Those notes help them to collect their own statistic material (survey) and create a data presentation, also to answer to the worksheet that was dealt out (annex4)
Class discussion about the misleading questions when you want to interview people to collect data. (5’)
The students look over their set of questions (from Explore moment) and eventually reformulate them after the knowledge/tips they got from the explaining film. (5’)
The students carry out the survey and collect their data. (30’)
The students present their data in a diagram of their choice, in Excel. (30’)-Tutorials available in resources.
Film that contests the conclusions of Hans Rosling. (Roland Paulsen digs deeper in the interpretation of data correlated to the other influencing factors that can mislead) (12’)
Discuss in groups about the misleading statistics and its use in modern society. (5’)
The students can watch two tutorials about Gapminder (5’+5'), and get a list of instructions about what an excel file should contain in order to run it through the Gapminder and create an animated statistical presentation, offline.
The students shall create an animated statistic presentation in Gapminder offline, using their own set of data or a set of data that is extracted from a national statistical database, or just create presentations using the Gapminder database. (Gapminder.org/resources/Data/Download the data). (20’-100’)
Every group presents their film and gets feedback from colleagues and teachers. (15’)
Reflection about the possibility of doing a valid statistic before and after the explanations and about the power of statistics in our society. (5-10’)
Every teacher can create their own quiz test (formative), or ask for a report, a little film where the students are the actors that present and explain their statistical conclusions.
I used the worksheet, and the statistical data presentations for evaluation, also I create an evaluation form for my students to get feedback on my lesson, in order to improve it.