{"id":4501,"date":"2022-04-13T14:02:52","date_gmt":"2022-04-13T14:02:52","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4501"},"modified":"2022-04-28T14:35:17","modified_gmt":"2022-04-28T14:35:17","slug":"instructor-guide-5c-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-5c-forming-connections\/","title":{"raw":"Instructor Guide 5C: Forming Connections","rendered":"Instructor Guide 5C: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>The\u00a0goal of this activity is for students to understand how to identify misleading graphical\u00a0displays in the media.<\/li>\r\n \t<li>Students will\u00a0use their knowledge of complex graphical displays\u00a0and apply principles of graphical design to critique a set of graphical displays.<\/li>\r\n \t<li>Connects back to data interrogation and quantitative\/categorical variable\u00a0graphical displays in Module 2 and prepares students for multiple linear regression [optional, DC Lesson 17].<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S2, 4, C2, C3, C4, V1, V2, V3, V4, O1, O2, O3, O4, B4\u00a0 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li>Define the criteria for effective visualization.<\/li>\r\n \t<li>Identify misleading components in a graphical display.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that complex graphical displays seen in the media are not all accurately and correctly\u00a0created and\/or interpreted. They should be able to demonstrate how to use a rating scale to critique a complex graphical display.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.\r\n<h3>Frame the activity (5 minutes)<\/h3>\r\n<ul>\r\n \t<li>Gallery Walk --\u00a0Preparation prior to class O1, V3, V1, C2, S4\r\n<ul>\r\n \t<li>This activity requires students to complete a gallery walk. Take five\u00a0minutes before class to set up the gallery walk stations. If you are teaching online, you can use breakout rooms and rotate groups of students through them in turn.<\/li>\r\n \t<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">To prepare for the gallery walk, set up the four different graphical displays (attached) in the four corners of the classroom. A minimum of two of the graphical displays will need to be displayed via a computer because they are interactive.<\/span><\/li>\r\n \t<li>All of the graphical displays are complex, and two of the graphical displays are misleading graphs (Graphical Displays 2 and 3).<\/li>\r\n \t<li>Place a large poster size paper next to each graphical display, and provide markers\/pens for students to make comments about the graphical displays.<\/li>\r\n \t<li>During the gallery walk, students will need the best practices criteria and rating scale to evaluate the graphical displays.\r\n<ul>\r\n \t<li>[insert a pdf of the best practices criteria and rating scale from the DC instructor page (it is located at the end)<\/li>\r\n \t<li>During class, display or distribute copies of the criteria and rating scale.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Gallery Walk -- Graphical Displays\r\n<ul>\r\n \t<li>Graphical Display 1: Flights for Thanksgiving Interactive Map of the\u00a0United States, with color and magnitude3 (display on the computer)\u00a0<a href=\"https:\/\/www.nytimes.com\/2018\/11\/08\/learning\/whats-going-on-in-this-graph-nov-14-2018.html\">https:\/\/www.nytimes.com\/2018\/11\/08\/learning\/whats-going-on-in-this-graph-nov-14-2018.html\u00a0<\/a><\/li>\r\n \t<li>Graphical Display 2: Job and Health Insurance Losses Accelerating\u00a0<a href=\"https:\/\/thinkprogress.org\/14-000-number-of-americans-losing-health-coverage-each-day-512172bc2d2b\/\">https:\/\/thinkprogress.org\/14-000-number-of-americans-losing-health-coverage-each-day-512172bc2d2b\/\u00a0<\/a><\/li>\r\n \t<li>Graphical Display 3: Reading, Writing, and Earning Money5 (would\u00a0recommend displaying on the computer because the text is small)\u00a0<a href=\"https:\/\/www.good.is\/infographics\/america-s-richest-counties-and-best-educated-counties\">https:\/\/www.good.is\/infographics\/america-s-richest-counties-and-best-educated-counties<\/a><\/li>\r\n \t<li>Graphical Display 4: Scatterplot of Jobs in the United States,\u00a0interactive grid with multiple variables shown (display on the\u00a0computer)\u00a0<a href=\"https:\/\/www.nytimes.com\/2019\/03\/14\/learning\/whats-going-on-in-this-graph-march-20-2019.html\">https:\/\/www.nytimes.com\/2019\/03\/14\/learning\/whats-going-on-in-this-graph-march-20-2019.html<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Question 1 -- Think-Pair-Share\u00a0S2, C4, V1, V4, O3<\/li>\r\n \t<li>Transition to the activity by briefly discussing the Objectives for the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (18 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Distribute the ranking criteria and rating scale for students to use to critique the graphical displays in the gallery walk.<\/li>\r\n \t<li aria-level=\"1\">Whole class discussion O4\r\n<ul>\r\n \t<li aria-level=\"1\">Walk students through critiquing the practice display in the Example Box in the text.\u00a0<a href=\"https:\/\/viz.wtf\/post\/185134001896\/a-bad-chart-that-could-be-fixed-by-removing-the\">https:\/\/viz.wtf\/post\/185134001896\/a-bad-chart-that-could-be-fixed-by-removing-the<\/a><\/li>\r\n \t<li aria-level=\"1\">Questions to pose to the class as you are evaluating the practice\u00a0graphical display:\r\n<ul>\r\n \t<li aria-level=\"1\">\u201cIs this graph clear in communicating patterns\/trends?\u201d<\/li>\r\n \t<li aria-level=\"1\">\u201cWhat are we supposed to be comparing in this graph?\u201d<\/li>\r\n \t<li aria-level=\"1\">\u201cWhat do the different colors represent?\u201d<\/li>\r\n \t<li aria-level=\"1\">\u201cWhat is the scale for the bar chart?\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Explain the purpose of the gallery walk:\u00a0to allow the students to\u00a0<strong>individually\u00a0<\/strong>evaluate each graphical display and then make\u00a0comments about the graphs without talking to the other\u00a0students.\r\n<ul>\r\n \t<li aria-level=\"1\">Students should only reflect and interact with other students via the comments on the poster paper rather than by talking.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Gallery Walk C3, V1, V2,\r\n<ul>\r\n \t<li aria-level=\"1\">To facilitate a smooth gallery walk, group the students into four\u00a0groups and have each group start at a different graphical display.<\/li>\r\n \t<li aria-level=\"1\">Encourage students to take notes in their notebooks.<\/li>\r\n \t<li aria-level=\"1\">Give students a few minutes at each graphical display and then tell\u00a0them to move to the next graphical display. Repeat until students\u00a0have seen all four graphical displays.<\/li>\r\n \t<li aria-level=\"1\">As you circulate, encourage students to write their ideas on the\u00a0posters and\/or respond to comments made by other students.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Whole class discussion\u00a0S4, C3, V1, O1, B2, B4\r\n<ul>\r\n \t<li aria-level=\"1\">Once all groups have visited the four stations, bring the class\u00a0together and ask a few student volunteers to summarize the\u00a0comments made on each poster.<\/li>\r\n \t<li aria-level=\"1\">Have the students discuss the ratings for each of the graphical\u00a0displays. Possible questions to ask are:\r\n<ul>\r\n \t<li aria-level=\"1\">\u201cBased on your rating scales, which graphical displays\u00a0could be labeled as misleading? Why?\u201d<\/li>\r\n \t<li aria-level=\"1\">\u201cWhat did you notice about the rating scales for Graphical\u00a0Displays 1 and 4? How did they compare to the Graphical\u00a0Displays for 2 and 3?\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 4 -- Individual reflection C4\r\n<ul>\r\n \t<li aria-level=\"1\">Give students time to reflect individually by answering Question 4.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (2 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"list-style-type: none;\">\r\n<ul>\r\n \t<li>Wrap up the activity by discussing the importance of having a critical\u00a0perspective when interpreting complex visual displays.<\/li>\r\n \t<li>Ask, \"what are some possible reasons that a graphical display may be misleading?\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Have students refer back to the Objectives for the activity and identify ones they recognized completing. S2, C4, O2<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li>Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>The\u00a0goal of this activity is for students to understand how to identify misleading graphical\u00a0displays in the media.<\/li>\n<li>Students will\u00a0use their knowledge of complex graphical displays\u00a0and apply principles of graphical design to critique a set of graphical displays.<\/li>\n<li>Connects back to data interrogation and quantitative\/categorical variable\u00a0graphical displays in Module 2 and prepares students for multiple linear regression [optional, DC Lesson 17].<\/li>\n<li><span style=\"background-color: #ffff99;\">S2, 4, C2, C3, C4, V1, V2, V3, V4, O1, O2, O3, O4, B4\u00a0 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li>Define the criteria for effective visualization.<\/li>\n<li>Identify misleading components in a graphical display.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that complex graphical displays seen in the media are not all accurately and correctly\u00a0created and\/or interpreted. They should be able to demonstrate how to use a rating scale to critique a complex graphical display.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.<\/p>\n<h3>Frame the activity (5 minutes)<\/h3>\n<ul>\n<li>Gallery Walk &#8212;\u00a0Preparation prior to class O1, V3, V1, C2, S4\n<ul>\n<li>This activity requires students to complete a gallery walk. Take five\u00a0minutes before class to set up the gallery walk stations. If you are teaching online, you can use breakout rooms and rotate groups of students through them in turn.<\/li>\n<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">To prepare for the gallery walk, set up the four different graphical displays (attached) in the four corners of the classroom. A minimum of two of the graphical displays will need to be displayed via a computer because they are interactive.<\/span><\/li>\n<li>All of the graphical displays are complex, and two of the graphical displays are misleading graphs (Graphical Displays 2 and 3).<\/li>\n<li>Place a large poster size paper next to each graphical display, and provide markers\/pens for students to make comments about the graphical displays.<\/li>\n<li>During the gallery walk, students will need the best practices criteria and rating scale to evaluate the graphical displays.\n<ul>\n<li>[insert a pdf of the best practices criteria and rating scale from the DC instructor page (it is located at the end)<\/li>\n<li>During class, display or distribute copies of the criteria and rating scale.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Gallery Walk &#8212; Graphical Displays\n<ul>\n<li>Graphical Display 1: Flights for Thanksgiving Interactive Map of the\u00a0United States, with color and magnitude3 (display on the computer)\u00a0<a href=\"https:\/\/www.nytimes.com\/2018\/11\/08\/learning\/whats-going-on-in-this-graph-nov-14-2018.html\">https:\/\/www.nytimes.com\/2018\/11\/08\/learning\/whats-going-on-in-this-graph-nov-14-2018.html\u00a0<\/a><\/li>\n<li>Graphical Display 2: Job and Health Insurance Losses Accelerating\u00a0<a href=\"https:\/\/thinkprogress.org\/14-000-number-of-americans-losing-health-coverage-each-day-512172bc2d2b\/\">https:\/\/thinkprogress.org\/14-000-number-of-americans-losing-health-coverage-each-day-512172bc2d2b\/\u00a0<\/a><\/li>\n<li>Graphical Display 3: Reading, Writing, and Earning Money5 (would\u00a0recommend displaying on the computer because the text is small)\u00a0<a href=\"https:\/\/www.good.is\/infographics\/america-s-richest-counties-and-best-educated-counties\">https:\/\/www.good.is\/infographics\/america-s-richest-counties-and-best-educated-counties<\/a><\/li>\n<li>Graphical Display 4: Scatterplot of Jobs in the United States,\u00a0interactive grid with multiple variables shown (display on the\u00a0computer)\u00a0<a href=\"https:\/\/www.nytimes.com\/2019\/03\/14\/learning\/whats-going-on-in-this-graph-march-20-2019.html\">https:\/\/www.nytimes.com\/2019\/03\/14\/learning\/whats-going-on-in-this-graph-march-20-2019.html<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Question 1 &#8212; Think-Pair-Share\u00a0S2, C4, V1, V4, O3<\/li>\n<li>Transition to the activity by briefly discussing the Objectives for the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (18 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Distribute the ranking criteria and rating scale for students to use to critique the graphical displays in the gallery walk.<\/li>\n<li aria-level=\"1\">Whole class discussion O4\n<ul>\n<li aria-level=\"1\">Walk students through critiquing the practice display in the Example Box in the text.\u00a0<a href=\"https:\/\/viz.wtf\/post\/185134001896\/a-bad-chart-that-could-be-fixed-by-removing-the\">https:\/\/viz.wtf\/post\/185134001896\/a-bad-chart-that-could-be-fixed-by-removing-the<\/a><\/li>\n<li aria-level=\"1\">Questions to pose to the class as you are evaluating the practice\u00a0graphical display:\n<ul>\n<li aria-level=\"1\">\u201cIs this graph clear in communicating patterns\/trends?\u201d<\/li>\n<li aria-level=\"1\">\u201cWhat are we supposed to be comparing in this graph?\u201d<\/li>\n<li aria-level=\"1\">\u201cWhat do the different colors represent?\u201d<\/li>\n<li aria-level=\"1\">\u201cWhat is the scale for the bar chart?\u201d<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Explain the purpose of the gallery walk:\u00a0to allow the students to\u00a0<strong>individually\u00a0<\/strong>evaluate each graphical display and then make\u00a0comments about the graphs without talking to the other\u00a0students.\n<ul>\n<li aria-level=\"1\">Students should only reflect and interact with other students via the comments on the poster paper rather than by talking.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Gallery Walk C3, V1, V2,\n<ul>\n<li aria-level=\"1\">To facilitate a smooth gallery walk, group the students into four\u00a0groups and have each group start at a different graphical display.<\/li>\n<li aria-level=\"1\">Encourage students to take notes in their notebooks.<\/li>\n<li aria-level=\"1\">Give students a few minutes at each graphical display and then tell\u00a0them to move to the next graphical display. Repeat until students\u00a0have seen all four graphical displays.<\/li>\n<li aria-level=\"1\">As you circulate, encourage students to write their ideas on the\u00a0posters and\/or respond to comments made by other students.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Whole class discussion\u00a0S4, C3, V1, O1, B2, B4\n<ul>\n<li aria-level=\"1\">Once all groups have visited the four stations, bring the class\u00a0together and ask a few student volunteers to summarize the\u00a0comments made on each poster.<\/li>\n<li aria-level=\"1\">Have the students discuss the ratings for each of the graphical\u00a0displays. Possible questions to ask are:\n<ul>\n<li aria-level=\"1\">\u201cBased on your rating scales, which graphical displays\u00a0could be labeled as misleading? Why?\u201d<\/li>\n<li aria-level=\"1\">\u201cWhat did you notice about the rating scales for Graphical\u00a0Displays 1 and 4? How did they compare to the Graphical\u00a0Displays for 2 and 3?\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 4 &#8212; Individual reflection C4\n<ul>\n<li aria-level=\"1\">Give students time to reflect individually by answering Question 4.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (2 minutes)<\/h3>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Wrap up the activity by discussing the importance of having a critical\u00a0perspective when interpreting complex visual displays.<\/li>\n<li>Ask, &#8220;what are some possible reasons that a graphical display may be misleading?&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Have students refer back to the Objectives for the activity and identify ones they recognized completing. S2, C4, O2<\/li>\n<\/ul>\n<ul>\n<li>Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. C2<\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":6,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4501","chapter","type-chapter","status-publish","hentry"],"part":4481,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4501","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":7,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4501\/revisions"}],"predecessor-version":[{"id":4682,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4501\/revisions\/4682"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4481"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4501\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4501"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4501"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4501"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4501"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}