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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
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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 • 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 • t-tests • Variables • student selects • Designs • Independent samples • Dependent samples • Linear regression • Variables • student selects • often survey based constructs • Survey design • Sampling • Regression analysis
Materials Developed(Web-Based) Instructor Guide Project overview Timelines Best practices Student handouts Evaluation rubrics • Student Guide • Project Guide • Help for each project phase • Technology Guide • Variables 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 “Make It Real” • 1 day workshop • Follow-up online assignments • PLU credit available
Make It Real Training 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? Less than 2 years Between 2 and 5 years Between 5 and 10 years Between 10 and 20 years More than 20 years
Question 2 How much experience do you have teaching classes for inservice and preservice teachers? Just starting Taught between 3 and 5 courses / sections Taught between 5 and 10 courses / sections Taught more than 10 courses / sections
Activity 1 • Consider the following survey-study variable idea: • How much did you study last week _____ ? • 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 example Answer Choice Format: Rarely Often Always I do not get much pleasure or joy out of life. Sometimes I feel sad, blue, or unhappy. I often find it difficult to get out of bed in the morning. Sometimes I feel like life is not going my way. Sometimes I feel like crying. I am not sure my life will improve in the future. 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
Research Instrumentation Data 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: 50.42 • Posttest: 51.40 • Significance: p = 0.208 • Self-Efficacy for Statistics • Pretest: 59.64 • Posttest: 62.57 • Significance: p = 0.032** • Content Knowledge • Pretest: 6.78 • Posttest: 7.21 • Significance: 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
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: robb.sinn@northgeorgia.edu • Dianna: dianna.spence@northgeorgia.edu • Brad: brad.bailey@northgeorgia.edu