Save the Last Word Activity - Interpreting Data

I gave a CFA on constructing and analyzing graphs to display data.  An overwhelming majority demonstrated that they could calculate statistics and construct graphs given a data set; however, several seemed to struggle when they were asked to use graphs (primarily box and whisker plots) to compare and interpret data.  Through questioning, I found that most could recall that a box and whisker plot split data into 4 sections, but could not use that to form sentences about a set of data (For example: At least 75% scored a 75 or higher on their test).  I thought the "Save the Last Word" activity would benefit students who were struggling by letting them get input from their peers to help them create better sentences to describe data rather than by simply saying "The median is..."

Here's how I framed the activity:

For their warm up, a set of two box and whisker plots comparing sale prices for two stores were displayed.  Students were given approximately 5 minutes to write down anything they could read from those plots with regards to determining which store was the "better" buy.

At the end of the 5 minutes, I put the instructions for "Save the Last Word" on the board.  Students were already sitting in groups of 4, so I kept them in these groups.  Each group numbered off 1-4 so that I could identify who was speaking at which times.

We then went through a round where Person 1 would state one of their findings from the box and whisker plots. Then, the rest of the group had 1 minute to respond to the initial person's finding.  After the group responded, the original person could keep their sentence the same, or could edit their statement based on what the group said.

We went around until everyone had the chance to make one statement and receive as response from their group.

At the end of the activity, I asked every one to write down something new that they learned about box and whisker plots or data in the activity.  I was pleased to see that the majority of the class felt they learned something.

Reflection:

"Silent Time": My freshmen are really going to need some "training" on what is expected during silence.  Their instinct is to respond immediately.  When a student or group did not have much to say, they had a tendency to want to start discussing anything and everything.  It took a couple of stern looks and re-directions to guide groups to participate in accordance with the guidelines.

Did they learn?:  I was happy to see that most had something they felt they took away from the activity.  Some learned "new" things like the fact that a box and whisker plot divides data into 4 sections (I know, we had already discussed this!). Others stated that they had a better understanding/visualization of what it meant to split data into 4 sections and how to use that to interpret two graphs.

What Now: For the first time, the activity was awkward.  The students wanted to talk, I wanted them to be quiet.  Why weren't they using this time to think???  But, in retrospect, I should have expected awkwardness. Students are often expected to respond immediately so it is going to take some getting used to for them and me.  In the future, I want to provide a little more structure for what is expected during the quiet time.  If there is time left over, students should write down comments and questions so that they have more to discuss in the "group discussion" time.  It is definitely going to take some practice, but I look forward to trying the activity again!