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Workshop on Teaching Introductory Statistics Session 2a: Making the Class Interactive with Activities Roger Woodard, North Carolina State University Ginger Holmes Rowell, Middle Tennessee State University Medical College of Wisconsin in Milwaukee July 10 th, 2006
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2 What are we working towards? Groups will create an activity for class. Groups will decide how to implement it into the classroom. Groups will create a detailed lesson plan explaining how it will be used. Groups will do a 15 minute presentation of their activity on Thursday
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3 Lecture vs. Activities Lecture transfers large amount of information quickly. Can be easily tuned out. Students’ attention spans. About 15 minutes, declining to about 8. Incorporate a mix of techniques. Include Activities that get the students involved.
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4 Example: One of the important topics: Sampling distributions. Want the students to understand how different samples produce different statistics. What them to get involved.
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5 Example: In this activity you will play the role of students. Break up into groups of 3. Take out a total of 30 coins of any denomination.
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6 An Applet http://www.ruf.rice.edu/~lane/stat_si m/sampling_dist/index.html http://www.ruf.rice.edu/~lane/stat_si m/sampling_dist/index.html
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7 Summary A sample mean from a sample of N= ___ is less varied than the Parent Population but more varied than sample mean from a sample of N = ___. Even if a parent population’s distribution is _________ the distribution of the sample mean is _______ and becomes more so as the sample size _________.
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8 Summary A sample mean from a sample of N = 10 is less varied than the Parent Population but more varied than sample mean from a sample of N = 25. Even if a parent population’s distribution is skewed the distribution of the sample mean is symmetric and becomes more so as the sample size increases.
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9 Sampling Distribution Demo Students become very involved. The idea of a parent population is discussed. The idea of repeated sampling and the distribution of a statistic is illustrated. Ideas are generalized with the applet.
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10 Sampling Distribution Demo The concept is difficult for many learners. Applet is difficult for students who do not have a connection. Combining the demo and the applet makes a more concrete connection.
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11 Planning your activity. You will create an activity to teach a concept. As a group decide on which of the concepts you want to highlight. Be prepared to report back to the class.
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