Two perspectives of surfacing EBTPs in the materials.
- Each section, each assignment, contains multiple instances of EBTPs from various practice groups.
- We can surface these to instructors in a table like the one below, which provides an overview of the practices most evident over a range of sections — this table was created during the pre-write phase for perspective #2 below.
- we can do a thorough mapping of the materials to associate phrases or questions in the materials with EBTP tags and choose from that mapping specific places in the text to have an EBTP surface digitally for the instructor.
- To provide a generalist view of EBTPs to novice instructors, we can choose one EBTP tag to highlight at the beginning of a group of sections. This is the current approach found in the Teaching Tips PBJ-part in statsmockup, and the approach I’ve developed fully for Module 2.
| Concepts in Section | Related Circles Tags |
| Module 1 | |
| 1A: Why Statistics — introducing group roles 1B: Building Class Community — defining positive learning environment 1C: Data Collection/Organization 1D: Good Statistical Questions/Appropriate Data 1E: Forming Effective Study Groups |
Supportive. Use (S1)Caring and (S2)Community-Building to set the stage for a supportive learning environment. Set group and active-learning expectations from the first day. Establish the expectation that you will communicate with the students and that they should monitor communications and respond. Use (S3)Success Skills to advise students during the first week about college services. S1, S2, S3 |
| 2A: Sampling Method, Biased/Unbiased 2B: Random and Representative |
Varied: Use (V1)Engagement and (V2)Multimedia Learning to introduce and formalize student understanding of the course structure. |
| 2C: Experiments 2D: Observational Studies 2E: Advanced Experimental Design (Optional) |
Challenging: Use (C1)Prior Knowledge and (C3)Formative Feedback to establish a foundation of trust that grading and material delivery will be fair, informed by feedback to and from instructor, and never capricious. Touch on (5)High-Expectations and (6)Higher Order Thinking as students are exposed to difficult vocabulary and open-ended analytical questions. |
| Module 2 | |
| 3A: Categorical Displays 3B: Displaying and comparing a categorical variable across groups. |
Organized: Use (O1)Structured Lessons to remind instructors to look at the course through the eyes of someone new to the discipline and (O2)Connections to point out relationships between 1C (defining variables) and this deep dive into categorical variables, distributions,, displays, and comparisons across groups. Stress the importance of (O3)Time on Task for students to practice technical and analytical skills while receiving support from the instructor. (O4)Scaffolding is specifically indicated in the technical directions for the analytical tool. |
| 3C: Quantitative Displays 3D: Describing Quantitative Displays 3E Displaying and comparing a quantitative variable across groups |
|
| 4A: Mean and Median 4B Comparing Variability 4C: interpreting mean and median |
|
| 4D: Five-Number Summary, Features of a boxplot, IQR, Range of outliers 4E: Z-score, Empirical rule |
|
| Module 3 | |
| 5A: Linear relationships 5B Complex graphical displays, Heat map/Interactive heat map 5C: Complex graphical displays in the media 5D: Mini-project: Create a graphical display |
Belonging: Section 5A – 5D is a good time to check-in on Belonging, specifically (V4)Pedagogical Partnership. This is the time during the semester when I hold a quick check-in via a stop-start-continue, individual conferences, or a super-short survey. Taking the temperature of the class is important in statistics, and especially in active-learning, to be sure that no-one is having trouble with the logistics of the course: the technology, finding the parts and pieces, understanding the scaffolded nature of the material. Varied: Contextualization (V3) occurs in 5B-5C and the mini project as students take what they understand of linear relationships and apply it to displays found in the media of the real world. |
3A: Displaying Categorical Data
3B: Applications of Bar Graphs
3C: Visualizing Quantitative Data
3D: Applications of Histograms
3E: Comparing Quantitative Distributions
4A: Calculating Mean and Median of a Dataset
4B: Comparing Variability of Datasets
4C: Interpreting the Mean and Median of a Dataset
4D: Five-Number-Summary in Box Plots and Datasets
4E: Z-Score and the Empirical Rule
Organized: 3A, 3B
Module 1:Supportive, Varied, Challenging involves pursuing supportive teaching practices such as building community in the classroom, forming student pairs and groups for active learning, and setting the stage for a positive learning environment. You and your students have begun to explore together how the varied multimedia materials support and encourage students to meet the high expectations for analytical thought in statistics.
Module 2 begins with a deeper exploration of the types of variables that occur in datasets, their distributions and graphical displays, and comparisons of variables across groups. These concepts provide a perfect opportunity to discuss teaching practices of organization. The Organized evidence-based teaching practices include the following areas of focus:
- Structured lessons: ways a teacher looks at the course through the eyes of someone new to the discipline and breaks down complex ideas to present smaller pieces in a logical progression and fosters growth and development.
- Connections: ways a teacher can state explicit relationships between topics and ideas in the course, including prerequisite and correlational knowledge.
- Time on Task: ways a teacher can maximize the amount of learning time students spend actively engaged in practice while receiving support in any synchronous environment.
- Scaffolding: ways a teacher can provide extra supports which are removed slowly as students grow.
