Throughout the Winter 2015 semester in ETEC 512 I have become aware of many theories of

learning that I have been unknowingly using through the first eleven years of my teaching career. I
suppose that I have picked these elements up from other teachers and administrators I have learned
from and worked with in the past. I am grateful to have the opportunity in this course to explore these
theories from the ground up and make decisions about how their application can work for my learners.
I can now consciously analyze lesson plans and decide what might be missing from and/or what might
be getting in the way of learning.
The lesson plan I will be critiquing addresses a foundational skillinterpreting and
communicating data using graphsfor 10th grade students in the British Columbia curriculum. The
lesson is delivered in a classroom environment but the written instructions and handouts for download
are available from the course Moodle page. The lesson utilizes the Science Skills section in the
appendices of the BC Science 10 textbook (Sandner, 2008) and presents ready-made data sets for
students to construct one-page graphs by hand (with the option to use digital tools like Excel or Google
sheets). It is the first step in a larger Scientific Inquiry in which students will use the scientific method
to test a question of their own choosing. Learners then communicate the results of their inquiry in a
written report and class presentation. Data tables and graphic representations of the data are
requirements of both the report and the presentation. I will analyze the lesson (and the larger Scientific
Inquiry project) from a variety of perspectives including behaviorism, constructivism, situated learning
and distributed learning.
Below is the lesson as presented in our Science 10 Moodle course page (the resources
referenced in this lesson plan are attached to this document):

Science Inquiry Step 1 - Graphing!

Hi Grade 10s!
For your Science Inquiry, you'll need to graph data. To practice this, we're going to review three types
of graphs and practice each one.
1. Please get into your project groups. Sit together!
2. Download the "Science Skills" sheet below as well as the graph paper. You'll be working on the
graphing section (p. 562-567) Download the comic too, if you want. Laugh.
3. Please read the examples of line graphs, bar graphs and pie charts. Each one has an example of how to
take a data table and turn it into a good graph.
4. After each type of graph, there is an "Instant Practice" box. Inside the box is a data table that you will
turn into a line graph, bar graph or a pie chart. Follow the examples, step by step! If you get stuck, ask
your teacher.
5. The trickiest part is choosing a scale for your graph that takes up as much of the paper as possible!
6. You'll need at least three pieces of graph paper each. Get it from your teacher.
7. If you want to try something new, you can enter the data into Google Sheets and make a chart with it,
instead of using graph paper.
8. When you're done, upload the 3 graphs (paper or Google Sheets) to this assignment!

Existing Behaviorist Elements

The feedback method for this lesson (not included above) has some behaviorist elements to it.
After the assignments are submitted electronically, there are feedback comments given by the teachers
via email. This feedback can act as positive reinforcement of desired behaviours (proper labeling, use
of scales/use of page space, correct choice of graph for data set) or positive punishment where negative
feedback comments discourage other behaviors (incomplete labeling etc). Asking students to re-submit
an incomplete or incorrect graph is another example of positive punishment (Standridge, 2015). Redoing and re-submitting the assignment in the proper form is an added task in order to encourage
students to submit proper graphs the first time.

Existing Constructivist Elements:

Maggie Beers and Mary Wilson created a set of criteria for assessing the constructivist elements
in an activity (2003). The central features of a constructivist learning environment are:

Construction of knowledge

Process, not product

Multiple perspectives

Situated cognition

Reflexive cognition

Cognitive apprenticeship

Process-based evaluation

The current lesson plan for graphing has some constructivist elements and the larger Science
Inquiry project has more. Learners access their prior knowledge because the Science 8/9 courses have
similar assignments and they have done some graphing in their math courses. They have access to
resources and tools (teacher guidance, the text book introduction, graph paper and software if they
desire to use it) to construct their graphs. While the steps to building a graph are presented for the
students to follow, working in groups allows the learners access to each other's experience, knowledge
and perspectives to collaborate and address misconceptions while building the graphs. The assessment
is based on mastery of the representing data: when the students demonstrate an understanding of the
process to construct an appropriate graph for different types of data then they are ready use those skills
to represent data collected from their own tests. This concept (knowledge of graphing) becomes part of
their larger process. The teacher is available during class to provide assistance and guidance when
necessary but students are encouraged to solve problems within their groups.

While this graphing lesson is not situated in a very meaningful context for the students
(following steps from the book for graphing instead of making decisions as a group), the assignment
provides scaffolding for the decisions the learners will make about representing their data in the larger
inquiry project. The inquiry provides an opportunity for the learners to study a topic of their choosing
and graph their results once they have demonstrated competence with the medium. This group project
is focused on active knowledge construction and not simply a reproduction of a 'canned' lab activity
from the book. The teacher guides and facilitates this group inquiry by checking in with students each
period to answer questions or point the learners in the right direction for the answers. The school is a
BYOD environment so students are encouraged to look for answers and previous experiments in their
chosen domains online. The inquiry is assessed process-based and focusses on mastery of objectives
related to the scientific method, information technology and graphic representation of data.
A key element of constructivism that is missing from both the graphing and the larger group
inquiry is reflection. I have used this graphing lesson for many years and have done the larger group
inquiry for two years running and I have not really asked the learners to reflect on what they did well
and what they could do better.

Existing Situated and Distributed Cognition Elements:

It has already been discussed how the initial graphing lesson itself is not situated in an authentic
task but the concepts, the knowledge of the tools and the skills gained from it will be used shortly to
represent data from an authentic inquiry task. Within the graphing lesson itself the learners are using
the tools of graphing (pens, graph paper and in most cases computers and their software). The lesson
also has the students collaborating in groups under the guidance of a teacher. It is a controlled practice
for the 'big game' of the self-directed Inquiry.
Distributed Cognition focuses on the cognitive processes that occur when a collection of

individuals and artifacts interact with each other in a community or a "particular work practice" (King,
Silverthorne & Price, 2015). This lesson has groups of students working under the supervision of a
teacher within a larger class community to make graphic representations of data. The artifacts involved
include computers, pencils, paper and software programs. Being able to select the graph scale to use as
much of the paper as possible is something that students will learn by counting the cells and dividing
the data range by the number of cells. When learners begin to use the computers for graphing, learning
how to lay out the data within the spreadsheet and the logic of the menus become part of the knowledge
of how to graph something. These are both examples of how the graphing lesson is distributed.

Adjustments to the Lesson

I am comfortable with the Behaviorist elements in this lesson. I don't believe in artificial outside
rewards for learning but I think constructive feedback and positive punishment (having students resubmit inadequate work until they have achieved an adequate level of mastery) helps establish good
habits of self-assessment and self-regulation.
Constructivists would definitely point out that more reflection is necessary to help the students
get the most out of both the graphing lesson and the Scientific Inquiry. Looking at my teaching practice
over the last 11 years I think I can say that Reflexive Cognition has always been a blind spot for me in
my lesson planning. It is something that I have done naturally since I was child so I have a tendency to
ignore it in my lessons. For the graphing lesson, I think will try adding a requirement that students
submit an area of strength and an area of weakness they encountered when making their graphs, and
one thing that surprised them about constructing graphs. While debriefing the graphing lesson (after
assessing the graphs and offering constructive feedback comments), we will have the groups discuss
the problems and successes they had as a group and what they would do differently next time and share
that with the class. This reflection and generation of potential solutions could improve their group work

skills for the rest of the Scientific Inquiry.

Using authentic data collected by the students could make the learning more situated and
constructivist. We could collect student data in the preceding class like height vs. shoe size (scatter
plot), a survey on where they got their graph paper (bar graph), main lunch entree that day or favourite
ice cream flavour (pie chart). This would provide additional cognitive apprenticeship by modeling data
collection methods and techniques for manipulating the data within a spreadsheet. Collecting and
entering the data into the spreadsheet in the previous class would also improve student understanding
of the spreadsheet interface allowing for more efficient graph construction in the lesson. This
experience will improve their data collection in the larger Scientific Inquiry as well.
This essentially means that parts of the graphing lesson are spread over three classes:

data collection in one class

data representation in another

reflection on the process in part of a third class

In a course as tightly packed as BC Science 10 (with its associated provincial exam), this will be a
challenge but we will find the time in order to ensure that students can construct the knowledge and
skills for representing and interpreting data.

Representing Data in Graphic Form: Revised Lesson Plan

-Learner is able to interpret and represent information in graphic form
Instructional Goals and
Objectives:

-Learner demonstrates competence in the use of technologies to: research using digital and
analog methods, gathering digital data and accurately and completely communicate the results
-Teacher laptop and projector/Smartboard
-Data tables and associated graphs from the BC Science 10 textbook
-Slides of the sample graphs from the web and the finished graphs from BC Science 10 Instant

Materials:

Practice examples
-A link to data sets collected by learners in the previous class
-Students will need their own devices to access the data sets and make the graphs in Google
sheets or MS Excel

Motivation (initiatory
activity):
Lesson Procedure:

-Teacher shows learners example graphs from the web and the final products of
textbook Instant Practice section (5 min)
-Teacher models how to enter data into spreadsheet and build the different graphs from
the textbook's Science Skills (p. 562-567) Instant Practice examples: line graph, bar
graph, pie chart. (10-15 min)

-Using the graphs they just constructed, the teacher leads a class discussion about
which types of data work with which graph (students will have pre-read the graphing
section for homework and generated notes and questions). Students discuss and debate
which graphs they will use for their data. (5-10 min)

-Teacher reminds learners how to set the share settings in order to allow assessment of
their work by the teacher (privacy setting=anyone with the link)

-Learners work in their Inquiry groups to build graphs using the data collected last

class. Teacher travels from group to group asking questions and offering guidance as
necessary. (30-40min)
-Students submit an individual Moodle assignment with the link to their group's graphs
Closure:

along with answers to the Reflection Questions (below)

-Students that complete the graphs early could be challenged to see if shoe size or
student heights are normally distributed within the class. This could lead to a
Extension:

discussion of whether the class is representative of the general population of 15/16 year
olds in Vancouver/British Columbia/Canada
-Teacher will offer constructive feedback on the graphs by commenting within Google
Informal Assessment:

docs and in the Moodle feedback box for MS Excel submissions

-Teacher will offer feedback on the quality of students' self-reflection in Moodle
1) Identify at least one personal strength/success that you encountered when making
your graphs.

Reflection:

2) Identify at least one personal weakness/challenge that you encountered when making
your graphs.
3) Identify one thing that surprised you when making the graphs.
Students will discuss within their groups and share their answers with the class:
A) What worked well within the group?

Next Class:

B) What needs improvement?

C) What they do differently next time and why?

References
Beers, M., & Wilson, M. (2003). Constructivist e-learning methodologies: A module development
guide. Burnaby: BCIT Learning Resources Unit. Retrieved from
https://connect.ubc.ca/bbcswebdav/pid-4895-dt-content-rid22463_1/courses/SIS.UBC.ETEC.530.66A.2012S.75/download/unit5-construct-method.pdf
King, B., Silverthorne, R., & Price, T. (2015). Distributed Cognition. ETEC 512. Retrieved 6 December
2015, from http://512sitcogpres.weebly.com/distributed-cognition.html
Sandner, L. (2008). BC Science 10. Toronto: McGraw-Hill Ryerson.
Standridge, M. (2015). Behaviorism - Emerging Perspectives on Learning, Teaching and
Technology.Epltt.coe.uga.edu. Retrieved 5 December 2015, from
http://epltt.coe.uga.edu/index.php?title=Behaviorism
Sweet, S., & Gill, P. (2015). Constructivism . Constructivism. Retrieved 6 December 2015, from
http://ubc-etec512-constructivism.weebly.com/