Section 7

Come back to the discussion around the Dear Data project by asking students how this second round of data gathering went. What surprised them? What was challenging or less challenging this time? 

Share with students the visual of the Data Science Process (Slide) and highlight that they are at the modeling phase of the Data Science Process. In this stage, we create a model of our data, in this case a visual representation, that allows us to explore patterns in the data. Let students know that they will now have an opportunity to share their data with each other and begin to consider how they will represent their data visually. 

Set students up in pairs, to take turns sharing their data gathering with each other in the activity Sharing and Visualizing Data (Handout 5, Discussion Questions Slide). When they are done with their discussion, encourage students to add ideas to the slides they created during their discussion.

Have students share out a few of the factors they will need to capture in their data visual. Have students describe some of their thoughts around how they might represent these different factors visually.

Alongside their partner, for conversation as questions and ideas arise, have students work individually on making a draft of how they might visually present their data. Encourage students to ask each other questions and share their ideas with each other and with you as they work. Students will start from different places, some may start drawing and then create a key, while other students may first work on a key and then begin their drawing. Students may create multiple drafts.

Have students share their drafts with one other person, their partner or a different person in the class. As they look at each others’ work, ask students to: (Slide)

• Ask questions of each other and clarify what different symbols mean. 
• Help each other brainstorm solutions to outstanding questions. 

Return to the Data Science Process (Slide) and discuss where students are in the process. Students have received feedback and will now have a chance to revise their model (in this case a data visual) based on that feedback.

Set students up to work individually on creating a final version of their data visual based on feedback, analyze their visual, communicate their discoveries and reflect on the whole process in Design a Dear Data Postcard (Handout 6 ) activity. 

Having students add to their Dear Data slideshow to show all they have done and learned is the communication phase of the data science process. Review the criteria for this project with them at this time giving them an opportunity to ask questions about the meaning of the criteria.

After students have completed their Dear Data slideshow, give students time to complete the self-assessment portion of the Dear Data Criteria and Feedback Rubric. Since this is their first self-assessment, you may want to discuss as a class what they might include as evidence and comments for growth and strength areas.

After the project, allow students to see the work of their classmates in the form of a “gallery walk” (in person), or by putting work on a Google Jamboard or slide deck that students can go through and leave supportive comments if they so desire.  The goal is to build a classroom community in this first activity in which students support each others’ work.

Given this is the first project of this course it is important to create the opportunities students will need to have success. Making space for students to get feedback and revise as they need to meet the project’s expectations will impact their mindset and approach to learning in this course.