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Training Teachers to Use Authentic Discovery Learning Projects in Statistics. AMTE January 30, 2010 Robb Sinn Dianna Spence Department of Mathematics & Computer Science North Georgia College & State University Dahlonega, Georgia. Agenda. Overview of Project Scope and Tasks – Dianna - PowerPoint PPT Presentation
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Training Teachers to Use Authentic Discovery Learning Projects in
StatisticsAMTE
January 30, 2010
Robb Sinn Dianna Spence
Department of Mathematics & Computer ScienceNorth Georgia College & State University
Dahlonega, Georgia
Agenda
• Overview of Project Scope and Tasks – Dianna
• Teaching Model and Sample Workshop Activities– Robb
• Research Design and Initial Findings– Dianna
• Directions and Discussion– All of Us
NSF Grant Project Overview• NSF CCLI Phase I Grant:
“Authentic, Career-Specific Discovery Learning Projects in Introductory Statistics”
• Goals: Increase students’... knowledge & comprehension of statistics perceived usefulness of statistics self-beliefs about ability to use and understand
statistics
• Tasks: Develop Instructional Materials for Projects Develop Instruments Train Instructors to Use Materials Measure Effectiveness
Student Projects• Linear regression
Variables• student selects• often survey
based constructs Survey design Sampling Regression analysis
• t-tests Variables
• student selects Designs
• Independent samples
• Dependent samples
Materials Developed(Web-Based)
• Instructor GuideProject overview
• Timelines• Best practices
Student handoutsEvaluation rubrics
• Student GuideProject Guide
• Help for each project phase
Technology GuideVariables and
Constructs
Teacher Training – Pilot Instructors• Took place before pilot of materials
• Half a day training
• Follow-up meetings
• Work sessions
• Individual Mentoring
Teacher Training WorkshopFor Secondary Teachers
• 1 day workshop
• Follow-up online assignments
• PLU credit available
“Make It Real”
Make It RealTraining for Inservice Teachers
of AP Statistics
Workshop Goals
• Participants created surveys: Developed quality research ideas Designed their variables and constructs Practiced writing good questions
• A team of students worked during the lunch break with the combined surveys: Administered surveys in 6 NGCSU classrooms Entered and compiled all data
• Participants returned after lunch to analyze their research findings
Capstone Experience
• Team presentations Occurred in late afternoon session Presented findings and their own learning
outcomes
• A final session reviewed their day’s experience and asked them to critique the training. They reported: Creating their own surveys was both fun and
empowering More than 75% felt sure they could adapt the
discovery learning projects to their own classroom needs
Points of Learning
• Scientific Method Where survey-based research fits Students become researchers
• Technology – Excel
• Statistics Regression analyses and analyzing relationships Presenting t-Test findings within context of discovery
learning
• Brainstorming sessions on: Collaborative groups Assignment sheets, timelines, grading rubrics
Learning to Discover?
• We did “make it real” Hands on experiences Simulated student projects
• Discovery is often messy We learn by watching discovery happen We learn by watching experienced users of
discovery learning facilitate We will NOT learn from a lecture
• So why are you lecturing to me?
Question 1
• How much K-12 teaching experience do you have?
A. Less than 2 years
B. Between 2 and 5 years
C.Between 5 and 10 years
D.Between 10 and 20 years
E. More than 20 years
Question 2• How much experience do you
have teaching classes for inservice and preservice teachers?
A. Just starting
B. Taught between 3 and 5 courses / sections
C.Taught between 5 and 10 courses / sections
D.Taught more than 10 courses / sections
Activity 1
• Consider the following survey-study variable idea:1. How much did you study last week _____ ?2. How many hours did you study last night?
0 1 – 2 3 – 4 5 – 6 7 – 8 10+
• What are some flaws?
• Design your own “study” variable. Write a terse, clear question Suggest answer format
• Closed vs. open• If closed, give categories
Variable Constructs• Our NSF grant supported the development a variables
and constructs student help guide
• Depression exampleAnswer Choice Format: Rarely Often Always
1. I do not get much pleasure or joy out of life.2. Sometimes I feel sad, blue, or unhappy.3. I often find it difficult to get out of bed in the morning.4. Sometimes I feel like life is not going my way.5. Sometimes I feel like crying.6. I am not sure my life will improve in the future.
7. I often feel like my life really doesn’t matter.
Interesting Variable Ideas
• Number of text messages sent during class
• Age when you had your first real kiss
• Number of songs on your I-Pod / MP3 player
• Minutes spent getting ready each morning
• Number of “years old” for the car you drive most often Appears to measure SES Used in “Rich Kids” study ideas
Activity 2
• Develop a t-test study idea Brainstorm a variable you think will be different for
two groups of students (at your school) Be ready to explain why you expect to find
differences
• We give our students (and the workshop participants) these “rules of brainstorming” Lots of talking must occur Throw out 5 or 6 ideas: “popcorn” Choose a couple good ideas and revise
• You have about 2 minutes
Next Step
• Turning students’ research ideas into a high quality surveys We have found that teaching others to facilitate this
portion of discovery is• The most difficult task• The most important task
We both are adept at operationalizing opinions, activities, obsessions, and preferences
• High quality surveys Multiple drafts Tested with a few peers Critiqued at least twice by an instructor
Activity 3
• For the chosen topic, try operationalizing the variable idea Talk with 2 – 3 folks nearby Be clear and terse Suggest an appropriate answer format
• You have about 2 minutes
ResearchInstrumentationData Collection
Initial Results
Instruments Developed: Content Knowledge• Instrument
21 multiple choice items KR-20 analysis: score = 0.63
• Exploratory Results treatment group significantly higher (p < .0001) effect size = 0.59
• Instrument shortened to 18 items for pilot
Instruments Developed: Perceived Usefulness of Statistics• Instrument
12-item Likert style survey; 6-point scale Cronbach alpha = 0.93
• Exploratory Results treatment group significantly higher (p < .01) effect size = 0.295
• Instrument unchanged for pilot
Instruments Developed: Statistics Self-Efficacy• Beliefs in ability to use and understand statistics
• Instrument 15-item Likert style survey; 6-point scale Cronbach alpha = 0.95
• Exploratory Results gains realized, but not significant
(1-tailed p = .1045) effect size = 0.15
• Instrument unchanged for pilot
Phase I Data Collection:Pilot of Developed Materials• 3 institutions
university (3 instructors) 2-year college (1 instructor) high school (1 instructor)
• Quasi-Experimental Design Spring 2008: Begin instructor “control” groups Fall 08 - Fall 09: “Experimental” groups
Results: t-Tests• Perceived Usefulness
Pretest: 50.42Posttest: 51.40Significance: p = 0.208
• Self-Efficacy for StatisticsPretest: 59.64Posttest: 62.57Significance: p = 0.032**
• Content KnowledgePretest: 6.78Posttest: 7.21Significance: p = 0.088*
Subscales: Statistics Self-Efficacy• Strong Gains
SE for Regression Techniques ( p = 0.035 )
SE for General Statistical Tasks ( p = 0.018 )
• Little or No Improvement
SE for t-test Techniques ( p = 0.308 )
Subscales: Content Knowledge• Regression Techniques
Moderate Gains ( p = 0.086 )
• T-test Usage
Moderate Gains ( p = 0.097 )
• T-test Inference
No Gain
Multivariate Analysis: Content Knowledge
Multivariate Analysis: Statistics Self-Efficacy
Multivariate Analysis: Perceived Usefulness of Statistics
Future Directions
NSF CCLI Type II Grant
• Proposal Submitted January 2010
• Goals Include: Nation wide pilot Vertical Integration to early secondary Revisions to Materials
• Increased flexibility• Accommodate early high school grades
Qualitative Component• More insight into instructor impact
Advisory Panel of Statisticians & Educators
Up For Discussion
Because results vary by instructor, we’d like to focus on improving…
• Instructor Preparation
• Instructor Assessment
• Curriculum Materials
Up For Discussion
Instructor Preparation
• What could be included in teacher workshops to foster instructor success in implementing these projects?
Up For Discussion
Instructor Assessment
• In what ways can instructors be assessed… to gauge their propensity for success
with these projects?to identify areas in which their skills
could be refined?
Up For Discussion
Curriculum Materials
• What should be included in the instructional materials?Aspects to consider
• Content• Organization • Style
Features for what stakeholders?• Instructors• Students
For more information
• Project Website http://radar. northgeorgia.edu/~djspence/nsf/
• Instructional Materials Home http://radar.northgeorgia.edu/~rsinn/nsf/
• Contact Us Robb: [email protected] Dianna: [email protected] Brad: [email protected]