Lucy Edmonds chair Green Bay High School Sarah Howell Te Aho o Te Kura Pounamu Liz Sneddon McCauley High School Michael Shadbolt Otumoetai College Inspirational innovative engaging statistics ID: 545883
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Panel discussion on inspirational, innovative, engaging statistics!
Lucy Edmonds (chair) (Green Bay High School)
Sarah Howell (
Te
Aho
o
Te
Kura Pounamu)
Liz Sneddon (McCauley High School)
Michael Shadbolt (
Otumoetai
College)Slide2
Inspirational, innovative, engaging statistics!
Sarah Howell (Kaihautū Mātauranga – Pāngarau)Slide3
Citizinship and Statistics“
Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write”H. G. WellsSlide4
Context and citizenshipWhat if, in addition to engaging students, our choice of context could do even more?
What if we could choose contexts where....Participating and contributing were a given?Where students looked at their place in society?
Where students were given opportunity to make sense for themselves about their world?
Where students felt empowered that their actions, choices and attitudes made a difference?
Where students could influence others?
Where students were inspired to create solutions to problems?Slide5
Easy to say, not easy to do!What didn’t work for us:
WHO – country, GDP, births, deaths, life expectancy etcWHO – Alcohol and health data by countryEducation Counts data – roll size, decile, SI/NI, ethniticy etcSlide6
Why it didn’t workContext wasn’t accessible - the variables were too complex
Data wasn’t ‘nice’ – couldn’t fit a line of best fit to it easily for BivariateContext wasn’t necessarily of interest to studentsWe did these as assessmentsMissed opportunity by using these contexts as assessments instead of as teaching resources:Discussion and debate
Challenging misconceptions, stereotypes
Supporting and building on the contextSlide7
What has workedVehicle and road safety datasets and resources from NZ Transport Agency Education Portal
Promote positive road safety messagesSlide8
What the students didPosed a question about a dataset from the ‘NZ vehicle and road safety study’
Analysed total stopping distance, braking distance, reaction distance for different speeds (40 and 50 km/h) and road conditions (wet and dry).Made meaning for themselves about vehicle and road safety.Slide9
Conclusion
What pieces of evidence support the conclusion?How reasonable do you think your findings are, based on your knowledge of stopping distances?What would happen if you repeated this sampling process?Explain why your friends who are learning to drive might be interested in these results.
Explain why other drivers might be interested in these results.
Which organisations or other groups of people might be interested in these results, and why?
What other questions has this investigation generated?Slide10
Intended outcomes
Wider social outcomes of this unit include their future participation as responsible road-users who will actively contribute to their own safety and the safety of others when driving.Students developed their own meaning about vehicle stopping distances at different speeds and for different road conditionsStudents linked their findings to the 2-second and 4-second rules
Students found out just how much of a difference 10 km/h makes to stopping distances
Students identify factors affecting stopping distances
Students pooled their separate analyses to discuss the collective meaning of what they have foundSlide11
Unanticipated outcomesStudents linked their findings to their world in ways that we didn’t anticipate:
discussing the lowering of the speed limit specific to their home suburb of Miramardiscussing the effect modified cars with lowered suspension had on braking distancesSlide12
Why did this context work?Relevant to studentsAccessible context
Engaging contextCitizenshipParticipating and contributingHelp them make sense for themselves about their worldEmpower and inspire them to make decisions and create change using knowledgePotential for cross-curricular themesWhanaungatanga – Build relationships by showing students that you care about what happens to them outside of the classroomSlide13
Citizenship and StatisticsWhat other contexts have you tried that promote participating and contributing and citizenship?
What’s worked?What hasn’t?sarah.howell@tekura.school.nz@sarah_statsakoeducation.nzta.govt.nz/resources/secondary/mathematics#Slide14
Inspirational, innovative, engaging statistics
Personalising learning and tracking students progressLiz SneddonSlide15
Personalising learning
Students learn at their own paceAchieved, Merit, or Excellence levelA variety of mediums usedGoogle DocsWrite on workbooksActivities
Multiple delivery methods
Whole class (rare)
Group learning
One-on-one (most common)Slide16
Personalising learning
Practice AssessmentFeedback and Feed forwardEssential to helping students understand specific requirements for the assessment.Constraints:Assessment due dates
Tracking students progressSlide17
Constraints - Assessment
Authenticity and Validity of Assessment.Students sit the assessment at the same time.BUT, students have not all completed all the learning through to Excellence level
I needed to ensure that all students are at least at the Achieved level.
Therefore, they all start the practice assessment at the same time.Slide18
Teaching Plan for Time Series
Week
2015
Monday
13STA
Term 1
1
February
1
Learning
2
8
3
15
4
22
5
29
6
March
7
Time Series Practice Assessment
7
14
8
21
Time Series AssessmentSlide19
Two choices:The teacher does the trackingThe students do the tracking
Tracking students progressSlide20
Year 12 and 13Verify completion of each skill, orWeekly meetings with each student,
Reviewing their workbook, andQuestioning on key ideas Another option:Exit quizzes or collect in a Do Now each week
Teacher Tracking TrialsSlide21
Year 11Used Google Sheets, set up sharing permission, allowed students to only access cells allocated to them
Student Tracking TrialsSlide22
Setting up a Google SheetSlide23Slide24
Tracking during topicSlide25
End of topic trackingSlide26
What I think is key to making this work
A very good relationship between the teacher and the student.High Trust model.Slide27
Google Sheet worked well, Students filling in themselves,I will probably start the year having weekly (or daily) meetings with each student to monitor progress, as they learn about the classroom and start to build a learning relationship with me their teacher
Next step:Slide28
Inspirational, innovative, engaging statistics!
Michael
Shadbolt
, Otumoetai CollegeSlide29
Using emotions tomake learning memorable
“Although forgetting is the common fate of most of our experiences, much evidence indicates that
emotional arousal enhances the storage of memories
, thus serving to create, selectively, lasting memories of our more important experiences.”
"Making lasting memories: Remembering the significant",
James L.
McGaughSlide30
“It is said that, before writing was available to keep records of important events, such as a wedding or granting of land,
a child was selected to observe an event and then thrown into a river
so that the child would subsequently have a lifelong memory of the event.”
"
Making lasting memories: Remembering the significant",
James L.
McGaughSlide31Slide32
Modern Learning Environment?Slide33
Joy(in Sugar form)Slide34Slide35Slide36Slide37
HumourSlide38Slide39
Your first ever survey?Slide40
“Inappropriate”HumourSlide41
750gSlide42
AmazementSlide43
Dorothy Gray Cold Cream Clip 1950sSlide44Slide45
DiscomfortSlide46Slide47
Honesty Box Experiment
An experiment was carried out in a staff common room at Newcastle University in England. There was an ‘honesty box’ system in place to pay for tea/coffee use. Each week, an A5 poster was put above the box. One week it has a picture of flowers, the other it has a picture of a pair of eyes.Slide48
ConcernSlide49
Results from wearing a heart-rate monitor overnight. X-axis is time (seconds) after going to bed. Y-axis is heart rate in beats per minute.
Describe the overall trend.
What would happen to Tim (the person monitored) if he kept sleeping? Make an approximate forecast for Tim’s heart-rate after 24hrs asleep.Slide50
Relative Risk
of Developing Breast Cancer
(
Utts
, Seeing Through Statistics, p224)
First Child at or after age 25
Breast Cancer
No Breast Cancer
Total
Yes
31
1597
1628
No
65
4475
4540
Total
96
6072
6168Slide51
DisgustSlide52Slide53
Puppy Lives? You Decide!
It’s not always obvious which variable is the
response
and which is the
explanatory
. Sometimes we need to think about which one makes more sense as an
explanatory.Eg: Heart weights of puppies
vs
body weights of puppies.
Do we want to be able to predict a puppy’s body weight by cutting out its heart and weighing it?
Or do we want to be able to predict a puppy’s heart weight by weighing the whole puppy?
In this case, perhaps it would be better if heart weight was
response
and body weight
was
explanatory
…
I ruff you!Slide54
Injustice and OutrageSlide55
Sally Clark caseSlide56
Discussion time!