{"id":4347,"date":"2022-04-09T15:21:33","date_gmt":"2022-04-09T15:21:33","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4347"},"modified":"2022-04-09T17:23:38","modified_gmt":"2022-04-09T17:23:38","slug":"instructor-guide-1a-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-1a-forming-connections\/","title":{"raw":"Instructor Guide 1A: Forming Connections","rendered":"Instructor Guide 1A: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>In this activity, students will explore some of the major differences between statistical thinking and mathematical thinking and will\u00a0understand the statistical process as an investigative process.<\/li>\r\n \t<li>Students will work together in groups, which will allow them to discover some of the aspects of building a positive learning community.<\/li>\r\n \t<li>This activity connects forward to <em>Forming Connections [1B] and [1E] <\/em>in which students learn to\u00a0build a learning community and form effective study groups. This activity also connects forward to\u00a0<em>Forming Connections<\/em> <em>[1C]<\/em> and the roles that variation and context play in the statistical process.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S2, V1, O1, O3 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nThere are no prerequisite assumptions for this activity. There is no\u00a0<em>What to Know<\/em> preview page associated with this activity.\r\n\r\n<span style=\"color: #6c64ad; font-size: 1em; font-weight: 600;\">Intended goals for this activity<\/span>\r\n\r\nAfter completing this activity, students should understand some of the fundamental differences between statistical thinking and mathematical thinking and they should understand the statistical process as an investigative process. Students should also understand how working together builds a positive learning community. They should be able to identify some key elements of statistical thinking and describe the role and importance of statistical literacy.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.\r\n<h3>Frame the activity (7 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Frame this activity by discussing that the shared goal for the course is to maximize the learning experience. <span style=\"background-color: #ffff99;\">S2, V1<\/span><\/li>\r\n \t<li aria-level=\"1\">Show a video from U.S. Census Bureau: <em>Why Statistics?\u00a0<\/em><a href=\"https:\/\/www.census.gov\/programs-surveys\/sis\/resources\/videos\/why-statistics.html\">https:\/\/www.census.gov\/programs-surveys\/sis\/resources\/videos\/why-statistics.html<\/a><\/li>\r\n \t<li aria-level=\"1\">Give the students individual time to think about and answer Question 1 before moving on to\u00a0group work.<\/li>\r\n \t<li aria-level=\"1\">Transition to the activity by briefly discussing the Objectives for the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (15 minutes)<\/h3>\r\n<ul>\r\n \t<li aria-level=\"1\">Questions 2 - 4 -- Students working in groups\r\n<ul>\r\n \t<li aria-level=\"1\">Allow students to work in groups of three or four. You may want to use five for larger classes.\u00a0<span style=\"background-color: #ffff99;\">S2, V1, O1<\/span><\/li>\r\n \t<li aria-level=\"1\">Students are asked to introduce themselves and to select the roles of <strong>note-taker<\/strong>, <strong>reporter<\/strong>, and <strong>time-keeper<\/strong>. For larger groups you can add other roles. Debrief students on the roles.\r\n<ul>\r\n \t<li aria-level=\"1\"><strong>Moderator<\/strong> - directs activity and helps to keep the group on task<\/li>\r\n \t<li aria-level=\"1\"><strong>Note-taker<\/strong> - takes notes<\/li>\r\n \t<li aria-level=\"1\"><strong>Listener<\/strong> - extracts the ideas from the brainstorming or group\u00a0activity and recaps them; offers explanations and reasoning<\/li>\r\n \t<li aria-level=\"1\"><strong>Reporter<\/strong> - reports the result to the class<\/li>\r\n \t<li aria-level=\"1\"><strong>Timekeeper<\/strong> - manages times and keeps team members on\u00a0track<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Ask the reporter in each group to report out their results from Question 2, Part C<\/li>\r\n \t<li aria-level=\"1\">Reinforce\u00a0that in statistics, we ask questions that anticipate variability.\u00a0That is, we don\u2019t always arrive at an exact answer.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">\u00a0 Questions 5 -- Whole Class Discussion\u00a0<span style=\"background-color: #ffff99;\">V1, O1, O3\u00a0<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">Have students read the paragraph after Question 4 individually, then launch a whole-class discussion.\u00a0Consider using the following talking points\u00a0to help students complete the diagram in Question 5:\r\n<ul>\r\n \t<li aria-level=\"1\">The statistics process is an investigative process that revolves\u00a0around a research topic.<\/li>\r\n \t<li aria-level=\"1\">Data tell a story. Statistics help us to understand the story that\u00a0the data are telling us.<\/li>\r\n \t<li aria-level=\"1\">Data have context so the research topic presents a scenario\u00a0that helps us to get the context of the data that needs to be\u00a0collected. A famous quote from George Cobb is, \u201cData are\u00a0numbers in context.\u201d<\/li>\r\n \t<li aria-level=\"1\">Data vary, so one goal is to determine the source of variability.<\/li>\r\n \t<li aria-level=\"1\">The statistics process is an investigative process that involves\u00a0asking questions, collecting the appropriate data, and then\u00a0analyzing and interpreting the data.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Question 6 -- Group work\u00a0<span style=\"background-color: #ffff99;\">S2, V1, O1<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">Have students go back to their original groups to answer Question\u00a06.<\/li>\r\n \t<li aria-level=\"1\">The big takeaway for this question is that statistics help us to\u00a0understand the world around us and can help us make more\u00a0informed decisions.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\r\n<ul>\r\n \t<li>Statistical thinking is different from mathematical thinking (review\u00a0responses to Question 4, if needed).<\/li>\r\n \t<li>Data will vary. Data can vary within an individual or within a group.<\/li>\r\n \t<li>The context of the data plays a major role in statistical thinking. Researchers must always consider what the data represent and the\u00a0goal of the study.<\/li>\r\n \t<li>Key points relating to context: What do the data represent? What is\u00a0the goal of the study?<\/li>\r\n \t<li>Have students refer back to the Objectives for the activity and check the ones they recognize. Alternatively, they may check the\u00a0objectives throughout the activity.<\/li>\r\n \t<li><span style=\"font-size: 1em;\">Your beliefs about collaborating with others have important\u00a0<\/span><span style=\"font-size: 1em;\">consequences for how you experience school and how you respond\u00a0<\/span><span style=\"font-size: 1em;\">to setbacks and adversity. Working together as a learning\u00a0<\/span><span style=\"font-size: 1em;\">community offers many benefits. Let's begin establishing our own\u00a0<\/span><span style=\"font-size: 1em;\">learning community.\u00a0<\/span><\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework. There is no practice activity or preview assignment for the next section.<\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>In this activity, students will explore some of the major differences between statistical thinking and mathematical thinking and will\u00a0understand the statistical process as an investigative process.<\/li>\n<li>Students will work together in groups, which will allow them to discover some of the aspects of building a positive learning community.<\/li>\n<li>This activity connects forward to <em>Forming Connections [1B] and [1E] <\/em>in which students learn to\u00a0build a learning community and form effective study groups. This activity also connects forward to\u00a0<em>Forming Connections<\/em> <em>[1C]<\/em> and the roles that variation and context play in the statistical process.<\/li>\n<li><span style=\"background-color: #ffff99;\">S2, V1, O1, O3 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>There are no prerequisite assumptions for this activity. There is no\u00a0<em>What to Know<\/em> preview page associated with this activity.<\/p>\n<p><span style=\"color: #6c64ad; font-size: 1em; font-weight: 600;\">Intended goals for this activity<\/span><\/p>\n<p>After completing this activity, students should understand some of the fundamental differences between statistical thinking and mathematical thinking and they should understand the statistical process as an investigative process. Students should also understand how working together builds a positive learning community. They should be able to identify some key elements of statistical thinking and describe the role and importance of statistical literacy.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.<\/p>\n<h3>Frame the activity (7 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Frame this activity by discussing that the shared goal for the course is to maximize the learning experience. <span style=\"background-color: #ffff99;\">S2, V1<\/span><\/li>\n<li aria-level=\"1\">Show a video from U.S. Census Bureau: <em>Why Statistics?\u00a0<\/em><a href=\"https:\/\/www.census.gov\/programs-surveys\/sis\/resources\/videos\/why-statistics.html\">https:\/\/www.census.gov\/programs-surveys\/sis\/resources\/videos\/why-statistics.html<\/a><\/li>\n<li aria-level=\"1\">Give the students individual time to think about and answer Question 1 before moving on to\u00a0group work.<\/li>\n<li aria-level=\"1\">Transition to the activity by briefly discussing the Objectives for the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (15 minutes)<\/h3>\n<ul>\n<li aria-level=\"1\">Questions 2 &#8211; 4 &#8212; Students working in groups\n<ul>\n<li aria-level=\"1\">Allow students to work in groups of three or four. You may want to use five for larger classes.\u00a0<span style=\"background-color: #ffff99;\">S2, V1, O1<\/span><\/li>\n<li aria-level=\"1\">Students are asked to introduce themselves and to select the roles of <strong>note-taker<\/strong>, <strong>reporter<\/strong>, and <strong>time-keeper<\/strong>. For larger groups you can add other roles. Debrief students on the roles.\n<ul>\n<li aria-level=\"1\"><strong>Moderator<\/strong> &#8211; directs activity and helps to keep the group on task<\/li>\n<li aria-level=\"1\"><strong>Note-taker<\/strong> &#8211; takes notes<\/li>\n<li aria-level=\"1\"><strong>Listener<\/strong> &#8211; extracts the ideas from the brainstorming or group\u00a0activity and recaps them; offers explanations and reasoning<\/li>\n<li aria-level=\"1\"><strong>Reporter<\/strong> &#8211; reports the result to the class<\/li>\n<li aria-level=\"1\"><strong>Timekeeper<\/strong> &#8211; manages times and keeps team members on\u00a0track<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Ask the reporter in each group to report out their results from Question 2, Part C<\/li>\n<li aria-level=\"1\">Reinforce\u00a0that in statistics, we ask questions that anticipate variability.\u00a0That is, we don\u2019t always arrive at an exact answer.<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">\u00a0 Questions 5 &#8212; Whole Class Discussion\u00a0<span style=\"background-color: #ffff99;\">V1, O1, O3\u00a0<\/span>\n<ul>\n<li aria-level=\"1\">Have students read the paragraph after Question 4 individually, then launch a whole-class discussion.\u00a0Consider using the following talking points\u00a0to help students complete the diagram in Question 5:\n<ul>\n<li aria-level=\"1\">The statistics process is an investigative process that revolves\u00a0around a research topic.<\/li>\n<li aria-level=\"1\">Data tell a story. Statistics help us to understand the story that\u00a0the data are telling us.<\/li>\n<li aria-level=\"1\">Data have context so the research topic presents a scenario\u00a0that helps us to get the context of the data that needs to be\u00a0collected. A famous quote from George Cobb is, \u201cData are\u00a0numbers in context.\u201d<\/li>\n<li aria-level=\"1\">Data vary, so one goal is to determine the source of variability.<\/li>\n<li aria-level=\"1\">The statistics process is an investigative process that involves\u00a0asking questions, collecting the appropriate data, and then\u00a0analyzing and interpreting the data.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Question 6 &#8212; Group work\u00a0<span style=\"background-color: #ffff99;\">S2, V1, O1<\/span>\n<ul>\n<li aria-level=\"1\">Have students go back to their original groups to answer Question\u00a06.<\/li>\n<li aria-level=\"1\">The big takeaway for this question is that statistics help us to\u00a0understand the world around us and can help us make more\u00a0informed decisions.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\n<ul>\n<li>Statistical thinking is different from mathematical thinking (review\u00a0responses to Question 4, if needed).<\/li>\n<li>Data will vary. Data can vary within an individual or within a group.<\/li>\n<li>The context of the data plays a major role in statistical thinking. Researchers must always consider what the data represent and the\u00a0goal of the study.<\/li>\n<li>Key points relating to context: What do the data represent? What is\u00a0the goal of the study?<\/li>\n<li>Have students refer back to the Objectives for the activity and check the ones they recognize. Alternatively, they may check the\u00a0objectives throughout the activity.<\/li>\n<li><span style=\"font-size: 1em;\">Your beliefs about collaborating with others have important\u00a0<\/span><span style=\"font-size: 1em;\">consequences for how you experience school and how you respond\u00a0<\/span><span style=\"font-size: 1em;\">to setbacks and adversity. Working together as a learning\u00a0<\/span><span style=\"font-size: 1em;\">community offers many benefits. Let&#8217;s begin establishing our own\u00a0<\/span><span style=\"font-size: 1em;\">learning community.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework. There is no practice activity or preview assignment for the next section.<\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":2,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4347","chapter","type-chapter","status-publish","hentry"],"part":4126,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4347","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4347\/revisions"}],"predecessor-version":[{"id":4404,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4347\/revisions\/4404"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4126"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4347\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4347"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4347"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4347"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4347"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}