I love to use glyphs for teaching about data. Kids love to create them and they don't realize how full of information they are until we begin to analyze them. They think they are just drawing or creating pictures. I was introduced to glyphs about 15 years ago when I went to math workshop. I was amazed at how these simple drawings contained so much data. I knew that I had to use them in my classroom. When I began to use glyphs, I didn't know about clipart. We drew pictures to represent the data. Then we posted the pictures on the board and began to look at the data. One of my favorite glyphs was the pumpkin glyph. Here is the information needed to create one version. Note that the classification matches the template. The pictures can be used to answer the classification questions as well as counting and comparison questions. I was so excited about using glyphs, that I bought some books with prepared templates. I still did some that we drew ourselves, but not as often. The templates required some drawing, but kids felt more confident using them because the main shapes looked more uniform. One of my favorite glyphs, in one of the books, was the baby block. I used it many times when doing student-led conferences. It was a way for parents and children to share information together about when the children were babies. It was also a great way to introduce the parents to the power of a glyph for collecting data. Now, there are so many different templates that can be used and added to when creating glyphs. Here are some that I made. The beauty of using glyphs is you can make the activities as simple or complex as you want. You can create pictures and do basic sharing with them, or you can do in-depth analysis and create graphs to go along with the results.
I highly recommend giving them a try.
0 Comments
Leave a Reply. |
About Me Charlene Sequeira
I am a wife, mother of 4, grandmother of 9, and a retired primary and music teacher. I love working with kids and continue to volunteer at school and teach ukulele. Categories
All
|