Puzzling Data®

An activity that introduces

the skills and phases of inquiry

Inquiry

Overused term with many definitions

BUT

Critical for conducting RESEARCH

SKILLS of Inquiry

ASKING,

INVESTIGATING,

CONNECTING,

DISCUSSING,

REFLECTING

University of Illinois – Urbana - Champagne

A cycle of SKILLS used during

INQUIRY;

to learn by,

to research by

More a Network than Cycle

Any starting point;

multiple uses;

increasing depth

PHASES of Inquiry

THINKING,

ORGANIZING,

PRODUCING,

SELLING

Skills and Phases

All inquiry SKILLS are used

throughout all PHASES

P H A S E S

S

K

I

L

L

S

YOU will be THINKING ORGANIZING PRODUCING SELLING

ASKING General Testable Results Conclusion

INVESTIGATING Background Planning Conducting Next

CONNECTING Past Present Future Importance

DISCUSSING Anyone Specialists Clients Value

REFLECTING Why? What? Change? Relevance?

An Inquiry Activity: “Puzzling Data”®

Collecting specific data to

interpret a puzzle

A Question

What can I deduce about a

puzzle using limited, random data?

Independent vs. Dependent

Independent -- data collected

Dependent -- interpretation of a puzzle

Relevant Data

What data do I need to collect?

What data do I need to ignore?

Collect & Reflect

After each iteration

you will REFLECT:

The data suggests I am looking at…..

Iterations; Time to Discuss

New data generates new reflections

Percent of Confidence

After each reflection,

state your “ % of Confidence ”

1st Iteration 4 STEPS

1) START with 2 random pieces

2) RECORD relevant data3) REFLECT, by writing, the data suggests…

4) STATE “ % of Confidence ”

2nd Iteration

Need more data? -- DOUBLE your group;

-- Share your data

-- Reflect & state “ % of Confidence ”

3rd Iteration

Need MORE data? -- DOUBLE your group;

-- Share your data

-- Reflect & state “ % of Confidence ”

Final Reflection

STOP-- Sit by yourself-- Based on ALL your shared data

NOW…

Problems Encountered

-- Data importance..RELEVANCE?

-- Sampling..RANDOM?

-- Previous knowledge..BIAS?

-- Interpretation..SAME DATA, SAME VIEW?

Conclusion

Which one is it?

How many variations are possible?

Reference this experience during

teaching!

Use of Puzzling Data®

Permission granted for classroom use,

IF you

1) Cite where you got the activity,

and

2) Send me photos, comments

Russ@gotoif.orgI will share your experiences on

www.gotoif.org