Training Teachers to Use Authentic Discovery Learning Projects in

StatisticsAMTE

January 30, 2010

Robb Sinn Dianna Spence

Department of Mathematics & Computer ScienceNorth 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

• Linear regression Variables

• student selects• often survey

based constructs Survey design Sampling Regression analysis

• t-tests Variables

• student selects Designs

• Independent samples

• Dependent samples

Materials Developed(Web-Based)

• Instructor GuideProject overview

• Timelines• Best practices

Student handoutsEvaluation rubrics

• Student GuideProject Guide

• Help for each project phase

Technology GuideVariables 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

• 1 day workshop

• Follow-up online assignments

• PLU credit available

“Make It Real”

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?

A. Less than 2 years

B. Between 2 and 5 years

C.Between 5 and 10 years

D.Between 10 and 20 years

E. More than 20 years

Question 2• How much experience do you

have teaching classes for inservice and preservice teachers?

A. Just starting

B. Taught between 3 and 5 courses / sections

C.Taught between 5 and 10 courses / sections

D.Taught more than 10 courses / sections

Activity 1

• Consider the following survey-study variable idea:1. How much did you study last week _____ ?

2. 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

1. I do not get much pleasure or joy out of life.2. Sometimes I feel sad, blue, or unhappy.3. I often find it difficult to get out of bed in the morning.4. Sometimes I feel like life is not going my way.5. Sometimes I feel like crying.6. I am not sure my life will improve in the future.

7. 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

InstrumentationData 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: 50.42Posttest: 51.40Significance: p = 0.208

• Self-Efficacy for StatisticsPretest: 59.64Posttest: 62.57Significance: p = 0.032**

• Content KnowledgePretest: 6.78Posttest: 7.21Significance: 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

Multivariate Analysis: Content Knowledge

Multivariate Analysis: Statistics Self-Efficacy

Multivariate Analysis: Perceived Usefulness of Statistics

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