Teaching Statistics: A Bag of Tricks - Columbia Universitygelman/presentations/smithtalk.pdf ·...

Examples, demos, drills, projectsGetting it to happen

Challenges and struggles

Teaching Statistics: A Bag of Tricks

Andrew GelmanDepartment of Statistics and Department of Political Science

Columbia University

3 June 2005

Andrew Gelman Teaching Statistics: A Bag of Tricks

Themes

I Active learning of statistics

I Tricks for getting students involved:examples, demos, drills, projects

I Actually doing it

I Challenges and struggles

Themes

I Actually doing it

Themes

I Actually doing it

Themes

I Actually doing it

Themes

I Actually doing it

Tricks for teaching statistics

I Work through some examples and demos

I Discuss practical issues

I Open questionsI Collaborators:

I Deborah Nolan, Dept of Statistics, University of California,Berkeley

I Tian Zheng, Dept of Statistics, Columbia UniversityI 15 years of students

ExamplesDemonstrationsDrillsProjects

Active learning

I Working in groups

I Skills vs. concepts

I Motivating students to work hard and think hard

I Lots of educational research (see refs in our book)

Active learning

I Working in groups

Active learning

I Working in groups

Active learning

I Working in groups

Active learning

I Working in groups

Some examples

I Interspersed throughout the course

I Earnings and height

I Vietnam war

I Grading on a curve

Some examples

I Vietnam war

Some examples

I Vietnam war

Some examples

I Vietnam war

Some examples

I Vietnam war

Examples

. regress earn height

Source | SS df MS Number of obs = 1379

---------+------------------------------ F( 1, 1377) = 137.21

Model | 4.8773e+10 1 4.8773e+10 Prob > F = 0.0000

Residual | 4.8948e+11 1377 355470204 R-squared = 0.0906

---------+------------------------------ Adj R-squared = 0.0900

Total | 5.3826e+11 1378 390606004 Root MSE = 18854

----------------------------------------------------------------------

earn | Coef. Std. Err. t P>|t| [95 Conf. Interval]

---------+------------------------------------------------------------

height | 1563.138 133.4476 11.713 0.000 1301.355 1824.92

_cons | -84078.32 8901.098 -9.446 0.000 -101539.5 -66617.15

----------------------------------------------------------------------

. graph earn yhat height, connect(.s) symbol(Oi) xlabel ylabel

I Graph the regression line and the data (consistent with theStata output)

Earnings and height example

I Graphs on graph paper and on the blackboard

I How did it feel to make the graphs?

I How did it feel to work in pairs?

I What skills are the students learning?

In January 1971 the Gallup poll asked: “A proposal has been made in Congressto require the U.S. government to bring home all U.S. troops before the endof this year. Would you like to have your congressman vote for or against thisproposal?”Guess the results, for respondents in each education category, and fill out thistable (the two numbers in each column should add up to 100%):

Adults with:Grade school High school College Total

education education education adults

% for withdrawalof U.S. troops (doves) 73%

% against withdrawalof U.S. troops (hawks) 27%

Total 100% 100% 100% 100%

I “Back in Vietnam days, the anti-war movement spread fromthe intelligentsia into the rest of the population, eventuallyparalyzing the country’s will to fight.” -The Economist (2000)

Total 100% 100% 100% 100%

Examples: grading on a curve

I How to assign grades?

I What are some possible systems? What is best?

I What are your goals?

I How could you design a study and gather evidence to decidewhat grading system to use?

Examples: principles

I RelevanceI Surveys and experiments on topics of interest (e.g., beauty and

student evaluations)I For probability examples: boy and girl births, not tricky dice

games, poker hands, etc.

I Active participation of students

I Working in pairs

Demonstrations

I Candy

I Basketball

I United Nations

Demonstrations

I Candy

I Basketball

I United Nations

Demonstrations

I Candy

I Basketball

I United Nations

Demonstrations

I Candy

I Basketball

I United Nations

Demonstrations: principles

I Clear instructions

I Working in pairs

I Debriefing afterward: connect to statistical topics

I Working in pairs

Drills

I Easy questions

I Involve all the students

I Don’t make it a lecture [story from our t.a.]

Drills

I Easy questions

Drills

I Easy questions

Drills

I Easy questions

Projects

I Data collection, data analysis

I Can they study something relevant to their own interests?

I Struggles

Projects

I Struggles

Projects

I Struggles

Projects

I Struggles

Not doing itWhat we do

Not doing it

I Teachers love these demos but don’t actually use them!I Why?

I Limited class timeI Awkwardness of trying something new, losing control

Not doing it

What we do

I ”Covering the material”I Students learn by doing homeworksI Rely on the textbook—the students will rely on it anyway!I Give students tips on how to do well on exams

I Active learning in classI Time sharing (candy demo)I 1 demo and 1 drill per lecture

What we do

Demos and gamesProjectsPutting it all together

Struggles: demos and games

I Scatterplot charadesI My exampleI Students’ examples?

I Phone book samplingI Random numbers via diceI Sampling: missing data and duplicate listingsI Phone numbers and addresses

Phone book sampling

Page Column Entry Address # Telephone #1 520 5 100 15 W 53 St 586-71492 519 2 116 240 W 116 St 663-10763 519 4 087 710 West End Ave 749-22454 520 2 081 511 E 20 St 533-06145 519 4 115 2 Horatio St 206-79146 519 3 124 256 . . . 304-27697 519 2 110 350 . . . 308-46208 520 1 107 129 . . . xxx-2xxx9 520 5 126 315 . . . xxx-2xxx

10 520 2 040 104 . . . xxx-1xxx

Phone book sampling

First digit

1 2 3 4 5 6 7 8 9

First digits of addresses

First digitC

0 1 2 3 4 5 6 7 8 9

First digits of telephone numbers

I Real and fake coin flips

00111000110010000100 0100010100110001010000100010001000000001 1110100110001111010000110010101100001111 0111010001100011011111001100010101100100 1000100101101101110010001000000011111001 01100100010010000100

I Lie detection

I Role playing

00111000110010000100 0100010100110001010000100010001000000001 1110100110001111010000110010101100001111 0111010001100011011111001100010101100100 1000100101101101110010001000000011111001 01100100010010000100

I Lie detection

I Role playing

00111000110010000100 0100010100110001010000100010001000000001 1110100110001111010000110010101100001111 0111010001100011011111001100010101100100 1000100101101101110010001000000011111001 01100100010010000100

I Lie detection

I Role playing

00111000110010000100 0100010100110001010000100010001000000001 1110100110001111010000110010101100001111 0111010001100011011111001100010101100100 1000100101101101110010001000000011111001 01100100010010000100

I Lie detection

I Role playing

Struggles: group projects

I Lots of ideas . . .

I . . . but student projects are usually disappointingI Struggles

I The topicI Data collectionI Data analysisI Working together

Putting it all together

I Integrating drills, hwks, exams, and lecture material

I Goal: a more teacher-friendly (and student-friendly) package

I Integrate examples, demos, drills, and supplementary material

I Just the good stuff—no ”filler”

Concluding thoughts

I Sharing teaching tips

I Where to put your teaching effort

I Connections to empirical research?

Concluding thoughts

Teaching Statistics: A Bag of Tricks - Columbia Universitygelman/presentations/smithtalk.pdf ·...

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