Professional Development Workshop II

Dianthia Gilmore; Nathan Hale & East Tech Endora Kight; Carl F Shuler, Almira & Mound

 Welcome & Introductions  Go over homework from Workshop I  Time Management in a 40 minute/Block Schedule  Activity  Data Analysis: Real World Projects  Questions, Comments, & Discussion

Hello, my name is___ & my buddy is ___. Since our last session, we connected online and discussed ___

Today, we will continue showing different ways to differentiate in the classroom environment. Remember, we can differentiate  By content  By process  By product and/or  By climate.

We will present two forms of lesson plans; a Detailed Lesson Plan and a Simple Lesson plan. Both forms of lesson plans can be used in any classroom setting. However, the Detailed Lesson Plan works well in a block setting where time is allotted for activities, small group and whole group discussions.

The lesson plan templates used are from our district adopted textbook, Holt and teacher created.

For today’s lesson, we will focus on both math & technology standards

MATH STANDARDS  Data Analysis & Probability  Mathematical Process TECHNOLOGY STANDARDS  Technology for Productivity Applications /ODE/ODEDetail.aspx?page=3&TopicRelationID= 1707&ContentID=1279&Content=72514

9.5 A Create, interpret and use graphical displays and statistical measures to describe data; e.g., box-and-whisker plots, histograms, scatter plots, measures of center and variability A Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose a method for obtaining this information, and use limits for acceptable solution.

9.3 B Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology enhanced models 9.3 B.2 Demonstrate proficiency in all productivity tools (e.g., word processing, spreadsheet, database, desktop publishing).

Unique Challenges in Teaching Undergraduate Statistics

A statistic instructor faces 4 major challenges when teaching basic statistical concepts. 1. Motivating students to study material they think is uninteresting 2. Handling Math Anxiety 3. Dealing with Performance Extremes 4. Making the Learning Memorable

For motivating students to study material they think is uninteresting the authors states Instructors need to make deliberate efforts to enhance motivation by the following: Active Learning; having fun and have students generate their own data Mastery Learning; achieve mastery of the material rather than just passing an exam

Handling Math Anxiety the authors states This is an emotional state of dread of future math related activities. Two possible methods of reducing math anxiety are: Tutoring; focus on basic math skills & exposure to the material that makes them anxious Relieving Exam Pressure; provide unlimited time & allowing repeat examinations

Dealing with Performance Extremes the authors states Performance extremes in statistics seem larger than in other courses. It is difficult to address the remedial needs of the low achievers while challenging the high achievers.

Dealing with Performance Extremes the authors states cont. Recommendations include the following: Peer Tutoring; will enhance learning for both high and low achievers Concrete Presentation; provide students with concrete concepts rather than abstract concepts Proactive Approach; reach both strong and weak students…this may be time consuming for instructors, but a teaching assistant can help

Making the Learning Memorable the authors states Instructors note that students remember little of what they learned in statistics. If instructors intentionally infused statistics throughout the curriculum, would students show good retention. With this stated, there are ways to increase retention:

Making the Learning Memorable the authors states cont. Achieving Initial Understanding; use a distinct organizational scheme of course materials Providing Memory Cues; stories, visual images, cartoon, videos, & demonstrations

1. Go to my.hrw.com & click on 2. Select 3. Click on the 4. Under Lesson Resources, click on 5. Click on Lesson 3 Data Distributions Lesson Plan 10-3 Lesson Plan

10-3 Lesson Plan Link /data/chap10/section03/lesson_plan.pdf

Lesson Plan Link

Detailed Lesson Plan See word document

Texas Instrument ge/activity_list.do?cid=us

ACTIVITY #2 Technology Lab Recording Sheet

1. Turn on your calculator 2. Press the “ STAT ” key 3. Press “#1(Edit)” or press the up or down arrow keys until the cursor is over #1 (EDIT) then press ENTER 4. Under L1, begin entering your data like so then press ENTER then press ENTER then press ENTER Repeat until you have entered all your data

5. Press 2 ND, then Y= (STAT PLOT) 6. Press #1, then press the left arrow key to move the cursor over the word ON 7. Press ENTER 8. Press the down arrow key and then press the right arrow key until the cursor is over the box- and whisker plot (the second box) 9. Press ENTER

10. Press the down arrow key and make sure your Xlist : L1 and Freq : Press ZOOM 12. Press #9 (ZOOM STAT) or press the down arrow key until the cursor is over #9 and then press ENTER 13. You have created a Box-and-Whisker Plot

14. Press TRACE 15. What did you notice? 16. What do you see on the bottom left of your calculator screen? 17. Press the left and right arrow keys 18. What do you notice? 19. Are you able to answer all the question for Activity 2 on your worksheet?

ACTIVITY Problem Solving Worksheet Technology Lab Recording Sheet

For this next activity, we will create two box-and- whisker plots on the same grid.

1. Repeat the same steps from the previous activity to create a box-and-whisker for your first data set. 2. For your second data set, enter the data in L2 3. Press 2 ND, then Y= (STAT PLOT) 4. Press #2, then press the left arrow key to move the cursor over the word ON 5. Press ENTER

6. Press the down arrow key and then press the right arrow key until the cursor is over the box- and whisker plot (the second box) 7. Press ENTER 8. Press the down arrow key and make sure your Xlist : L2 and Freq : 1

9. Press ZOOM 10. Press #9 (ZOOM STAT) or press the down arrow key until the cursor is over #9 and then press ENTER 11. You have created two Box-and-Whisker Plots on the same grid

We continued to focus on differentiating instruction by content, process, product and climate We visited the different ways to create lesson plans to ensure all students have the opportunity to succeed with strategies designed to reach students of all learning styles and skill levels implementing differentiated instruction

We have viewed topics in the journal article which outlines ways to teach statistical data to students effectively We have identified where we can find instructional resources for the range of learning styles in our classroom We have identified modified tests, quizzes and worksheets

We have gone over calculator keystrokes for creating one and multiple box-and-whisker plots on the same grid We came together once again to gain professional knowledge of our content area and continue to network within our district to improve student learning.

me, Endora Kight, if you would like to have the calculator instructions for creating a box-and- whisker plot. me, Endora Kight, if you may have any questions regarding anything we have covered today

me, Endora Kight, if you have any questions regarding any of the professional development workshops With your buddy, create a lesson plan with an activity for next session. Use the standard Data Analysis & Probability and Benchmark A, B, C or D.