WEEK 8--8am---9PM EST
nmonfort
week_8.docx***PART 1****DUE MONDAY
· For these two students BELOW: PROBLEM D2 AND D3 ,
Understanding: What does the statement reveal about the student's understanding or misunderstanding of statistical ideas? Which statistical ideas are embedded in the student's observations?
Next Instructional Moves: If you were the teacher, how would you respond to each student? What questions might you ask so that students would ground their comments in the context? What further tasks and situations might you present for each child to investigate?
Suppose that you need to report back to your grade-level team or to the entire school staff at a faculty meeting on your experiences and learning in this course. What are the main messages about the teaching of data analysis, statistics, and probability you would share with your colleagues? Reflect on your work throughout the course, including your work in this week’s investigation. THE REFLECTION should be 250-300 words.
INFORMATIONS TO USE FOR THE REFLECTION ARE BELOW
· In our last week, we bring our focus back to the statistics we teach with. This week, we have only investigation with the emphasis on discussions that bring together our learning and our practice. In the investigation, we look at some case studies on how students think about the statistics we see in DoW #8. We also reflect on the Common Core Standards at our grade levels. Through these exercises, our goal is to pull together the concepts from the past 7 weeks and their application to our own practice.
Goals
· Review Common Core standards for statistics
· Analyze grade-level case studies of statistics in the classroom
· Reflect on applications of new learning in the classroom
· Present Comparative Study Final Project
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Comparative Study Final Project
Peer Reviews You have been assigned to two Comparative Studies for Peer Review. Use the template Comparative Study Peer Review Template to complete the Peer Reviews. Post the reviews to the Discussion Board for Comparative Study Drafts (by replying to the draft post) by Wednesday, 10 PM EST. You will be assessed on the quality of your reviews using this rubric: Comparative Study Peer Review Rubric Final Presentation Review the feedback you have received from the peer reviews of your Comparative Study. Use this feedback to finalize the presentation for your study. Review the rubric for your comparative study to be sure you meet the expectations: Comparative Study Final Project Rubric By Sunday, 10 PM EST please submit via the hyperlink in the title of this item: 1. The final presentation of your study 2. A graphical representation of your data and an explanation of your numeric findings. You might also share your final work with the class in the Discussion Forum: Final Comparative Study.
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DoW #8: What We See and What Students See…
This week’s DoW presents three different sets of data, gathered by teachers at different grade levels. Choose the grade level that you teach at (or that is most relevant for you as an educator).
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Ms. Johnson's fourth-grade class was examining height. They measured their heights in inches as well as the heights of a class of first graders. They displayed their data on the line plots below.
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Mr. Shapple teaches two sections of seventh-grade math. Students in both groups were trying to determine the typical height of a seventh-grade girl and a seventh-grade boy. They measured their heights in inches, combined their data, and then displayed the data on the line plots below:
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Investigation 1: Understanding Student Inference
In this week’s only investigation, we look at ways to promote and develop our students’ statistical problem solving abilities.
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Inv 1, Activity A: What Do You See in the DoW?
Exercise A1: Choose the grade-level that is most relevant to your practice for this week’s DoW. Examine the data that is presented to you. In your journal, analyze and interpret this data. Write at least five statements about the data presented. Exercise A2: How might you expect your students to respond to this DoW? Exercise A3: Complete Session 10 of the Annenberg Series . This session looks at case studies of students and the use of statistical thinking in the classroom. The session is divided by grade. Choose the same grade level as the one you seleced for this week’s DoW. As you examine these case studies, pay particular attention to Part D, where students’ respond to the data you looked at in DoW #8. Compare their work with what you might expect from your own students.
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Discussion 1: Student Thinking
Select two students from the Annenberg Exercises in Part D whose comments you found to be interesting. For these two students, post the following to the Discussion Board for Case Studies by Tuesday, 10 PM EST:
Understanding: What does the statement reveal about the student's understanding or misunderstanding of statistical ideas? Which statistical ideas are embedded in the student's observations?
Next Instructional Moves: If you were the teacher, how would you respond to each student? What questions might you ask so that students would ground their comments in the context? What further tasks and situations might you present for each child to investigate?
By Thursday, make at least 3 meaningful contributions to this discussion. Review the posts of your group. Engage in a meaningful discussion of the student’s understanding and the pedagogical approaches for each situation. You might also make connections to your own teaching. Would you expect a similar response from your own students? If not, why not? Have you experienced similar questions in your own classroom? If so, how have you handled them.
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Inv 1, Activity B: The Common Core Standards
In this activity, you will look closely at the common core standards at your grade level. Exercise B1: Scan the Common Core Math Standards to see what the statistics standards are at each grade level. Note that in elementary grades, statistics falls under “Measurement and Data”. In your journal, describe the progression of statistics standards. What is similar? What development do you see in these standards? What questions do you have? Exercise B2: Focus on the standards are your grade level. Read both the standards for statistics and the examplar tasks that follow. In your journal, record your thoughts on how these standards align with work you already do. Exercise B3: Look closely at the standards for one grade level above and one grade level below your grade. In your journal, record your thoughts on how the work you do is connected to the grades that “sandwich” your grade. What do students bring to your classroom? What are you preparing them for?
***PART 3—RUBRIC BELOW*** DUE MONDAY
Chronic Fatigue Syndrome
The following table shows the results from a study of randomly selected patients with Chronic Fatigue Syndrome. The patients were either given a particular drug or a placebo. Run a test at the .05 level, and state your conclusion in normal language.
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Drug |
Placebo |
Total |
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Improvement |
20 |
19 |
39 |
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No Improvement |
10 |
16 |
26 |
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Total |
30 |
35 |
65 |
Rubric for Key Assessment Chronic Fatigue Syndrome Course: ( Statistics and Data Analysis)
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Standard / Competency addressed |
Criteria |
4 Distinguished |
3 Proficient |
2 Developing Skills |
1 Unsatisfactory |
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Common Core State Standards
Statistics & Probability #6.SP |
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers |
Identifies problem correctly and specifically (Chi-Square test of Independence). |
Identifies problem correctly and specifically (Chi-Square test of Independence). |
Recognizes this as a hypothesis test, but does not identify type |
Does not identify problem type |
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Common Core State Standards
Standard #1 |
Makes Sense of Problems and perseveres in solving them.
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Chooses a correct and reasonably powerful strategy and implements it with minor or no errors.
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Chooses a correct and reasonably powerful strategy and implements it with minor or no errors |
Chooses a correct strategy but implements it poorly or correctly implements a mathematical strategy that lacks power. |
Makes no attempt to solve or uses a totally inappropriate strategy.
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Common Core State Standards
Standard #6 |
Attend to Precision
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Gets, identifies, and labels correct answer (2 = 1.03, Fail to reject Ho, p=.3097).
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Makes a copying error or computational error, or gets partial answer to a problem with multiple answers or multiple sub-problems, or fails to identify and label answer |
Makes a copying error or computational error, or gets partial answer to a problem with multiple answers or multiple sub-problems, or fails to identify and label answer
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Gets no answer or gets a wrong answer based on an inappropriate strategy or interpretation |
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Common Core State Standards
Statistics & Probability Overview #5
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Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data |
Gives a clear, coherent, and complete explanation of the results that places the solution in the original context and is stated in ordinary language (At the .05 level of significance, there is not sufficient evidence to indicate that the drug is any more effective than the placebo in improving the symptoms of CFS). |
Gives a and complete explanation of the results that places the solution in the original context, but the explanation is difficult to follow
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Give an incomplete explanation, or the explanation is difficult to follow |
Makes no explanation or explanation is incoherent |
PART 4===== DUE Wednesday
WILL POST THE CLASSMATES REVIEWS LATER SO YOU CAN COMPLETE THE PEER REVIEWS USING THIS RUBRIC
Comparative Study
Peer Review Rubric ____/15
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Criteria |
Assessment
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Completely Addresses |
Mostly Addresses |
Somewhat Addresses |
Does Not Address |
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1. You thoughtfully completed the “Peer Review Feedback form” for two studies. (3 pt) |
3 |
2 |
1 |
0 |
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2. Your comments reflect an understanding of the content of the course. (3 pts)
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3 |
2 |
1 |
0 |
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2. Each Peer Review provides at least three specific pieces of meaningful positive feedback. (6 pts)
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6 |
4 |
2 |
0 |
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3. Your Peer Reviews provide specific meaningful suggestions for improvement. (3 pts)
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3 |
2 |
1 |
0 |
· Peer Reviews You have been assigned to two Comparative Studies for Peer Review. PART 5 DUE Wednesday Final Presentation Review the feedback you have received from the peer reviews of your Comparative Study. Use this feedback to finalize the presentation for your study. Review the rubric for your comparative study to be sure you meet the expectations: Comparative Study Final Project Rubric 1. The final presentation of your study 2. A graphical representation of your data and an explanation of your numeric findings.
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