Data Check-ins: We include a data-inspired check-in to start each of our TRKE virtual sessions. We aim for these check-ins to be useful for our cohort's shared learning, but also hope our framing and the resources we share might be useful to other folks. We encourage you to look through this data-inspired check-in, explore the resources we use, consider our prompts, and consider whether you'd be able to adapt and use this progression in your own context. Check an example out, below, to see if it might be for you, and explore our other posts with the “data check-in” tag to see other structures we’ve used.

Facilitator Context: We designed this check-in to use parts of the of the Puzzle Pieces Collection within Data Puzzles, created by the Cooperative Institute for Research in Environmental Sciences (CIRES) Center for Education, Engagement and Evaluation (CEEE). These CEEE resources are designed to make research, data, and researchers more accessible and engaging for students. 

During our November 14th, 2024 Virtual Session we demonstrated a Puzzle Piece Check-in using the Rocky Mountain Snowfall Puzzle Piece:

Framing & Flow: Our participants first viewed a video about billy barr, included in the Puzzle Piece. They were asked to "notice what sorts of patterns or evidence are being presented, or what sorts of stories are being told" in the video.

After showing the video, we posed the following framing: "billy has been tracking snowfall at Rocky Mountain Biological Laboratory in Gothic, Colorado for 40 years. His notebook reveals a clear trend—snowfall is decreasing. But what could be causing this trend?"

"Now, we will dive into billy’s data to uncover possible explanations for the decrease in snowfall. Use data shared on the CODAP platform to individually explore:"

    • Potential Connections: "What could explain this snow decrease?"
    • Limitations/Uncertainties: "What limitations and/or uncertainties exist based on your connections? What claim(s) can you make and with what level of certainty?"

“Come back at the end of our data exploration time ready to share your thoughts about potential connections and limitations/uncertainties."

When they returned from navigating billy's data on the CODAP platform, the participants responded to the following questions:

    • "What did you figure out?"
    • "What more do you now wonder?"

Summary of Steps for the Data Exploration:

  1. Consider a shared context and puzzling idea
  2. Analyze a related dataset - discover trends and test ideas
  3. Reflect on what you uncover and what new questions arise
  4. Come together to share insights and brainstorm further

 Connect to Your Work:

  • How could you incorporate similar data exploration activities in your classroom?
  • What tools or ideas could help students engage with real-world data?
  • How might researcher videos and interactive datasets enrich your teaching strategies?