Jade"I thought [I] worked harder on HORSE!" As participants analyzing their own data, their expectations and perception of the data maybe skewed. (00:00:54 - 00:00:54)
PJWI'd ask them how they want to define "work harder" and whether they believe heart rate is sufficient for that definition. (00:00:55 - 00:00:55)
Tiffany What does it mean for a person to "work harder"? How is that represented with this data? (00:01:02 - 00:01:14)
Testwhat about the data is saying that you worked harder on frisbee? (00:01:04 - 00:01:04)
SophI'd be curious to ask the student why they felt like they worked harder on the other game. Maybe they felt like they ran more, or maybe they felt like they were more consistently moving around. I think that could be a good guide from them to know what to investigate further in the data. I also think it could open a discussion about perception of working hard based on how you feel vs the numbers and what that means about how you define working hard. (00:01:05 - 00:01:05)
Sesha"now it says I worked harder on frisbee but I worked harder on horse." I notice that she has some mental framework for defining "harder" and I would push her to define what she's reacting to (which is what you do here) (00:01:06 - 00:01:06)
SeshaHere, I would ask the students why they think they worked harder in HORSE compared to frisbee? What supports that claim? (00:01:08 - 00:01:08)
123"what evidence supports that claim; how does the data support that claim" (00:01:08 - 00:01:08)
SeshaCan you say more? What do you mean by just because there's more it doesn't mean you necessarily work harder? (00:01:17 - 00:01:17)
derek vwhat do the frequencies of the data points represent? (00:01:22 - 00:01:22)
Jadehere, they notice more HR readings - focusing number of data points (00:01:37 - 00:01:37)
Tiffany After the student in pink is done explaining her thinking, it could be useful to have the student in green paraphrase her understanding. (00:01:41 - 00:01:41)
SeshaThe last few comments of Sherri show that she is looking at the distribution of the dots (rather than just individual dots). This is great!! I would name this specifically and prompt the other student to see what patterns she sees in the dots for one of the other students in the chart (00:01:58 - 00:01:58)
SeshaHere, it sounds like the student is getting a bit confused about how to measure "working hard." I might ask: What are you using as your measure of "working harder" here? As a follow up question later: Is there another measure we could use that would still measure how hard you were working but align more with the data you're pointing to? (00:02:14 - 00:02:14)
Jadeidentified a HR spike while playing frisbee (00:02:19 - 00:02:19)
JadeAsk students to contemplate sustained HR vs. spiking HR (00:02:21 - 00:02:21)
asdfthis graph might be a clearer example of outliers - "what if there were a purple dot to the right of the green distribution here?" (00:02:36 - 00:02:36)
Testmight be a good point to talk about a different student at this point. may be a fun activity to guess what sort of activity the other student (e. g. Jimmy) experienced and describe it in qualitative or quantitative terms (00:02:52 - 00:02:52)
AaaaaYeah, I wondered if it was because she might have been talking about her subjective experience - this brings up a question About the accuracy of the data they decided to measure. I think I would have asked her to share what she thought would be a better way to measure effort. (00:01:08 - 00:01:08)