{"id":4374,"date":"2022-04-09T15:39:12","date_gmt":"2022-04-09T15:39:12","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4374"},"modified":"2022-04-10T02:01:02","modified_gmt":"2022-04-10T02:01:02","slug":"instructor-guide-1d-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-1d-forming-connections\/","title":{"raw":"Instructor Guide 1D: Forming Connections","rendered":"Instructor Guide 1D: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>Students will learn how data can be used to answer real, relevant questions.<\/li>\r\n \t<li>Students will have read an article[footnote]<a href=\"https:\/\/fivethirtyeight.com\/features\/which-state-has-the-worst-drivers\/\">https:\/\/fivethirtyeight.com\/features\/which-state-has-the-worst-drivers\/<\/a>[\/footnote] in the\u00a0<em>What to Know\u00a0<\/em>assignment that uses data to answer the question, \"Which U.S. state has the worst drivers?\" In this activity they will explore the data used in the article to develop an understanding of what a good statistical question is and that one can only be answered with appropriate data.<\/li>\r\n \t<li>This activity connects back to <em>Forming Connections [1C]<\/em>, where students learned to classify variables, and prepares students for study design in which the first steps include posing a good question and then making a plan to collect appropriate data to answer it.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">S2, C2, C3, C4, C5, V4, V6, O3 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li>Identify the observational units in data needed to answer a statistical question.<\/li>\r\n \t<li>Identify qualities of a good statistical question.<\/li>\r\n \t<li>Identify variables used to answer a statistical question.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that data must be collected with purpose so that the data are appropriate to answer a\u00a0question of interest. They should be able to determine whether a question is a good statistical question, determine whether a question can be answered with a given set of data, and construct statistical questions that can be answered with a given set of data.\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 (3 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Remind students that analyzing statistics is an investigative\u00a0process that begins with a good statistical question, and give them\u00a0a heads-up that today they\u2019ll be constructing their own questions.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Question 1 -- working in pairs <span style=\"background-color: #ffff99;\">S2, C3, C5, O3<\/span>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Have students consider and briefly discuss the question from the\u00a0article and whether the question was answered well. What made\u00a0the question a good statistical question? Were the data used the\u00a0right data to answer the question?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Transition to the activity by briefly discussing the Objectives for\u00a0the activity.<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (18 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Whole-class discussion\r\n<ul>\r\n \t<li aria-level=\"1\">\u201cWhat are some qualities of a good statistical question?\u201d\u00a0(Question 1) Brainstorm this as a class and write the ideas on\u00a0the board. Make special note of the key qualities (no exact\u00a0answer and anticipates variability).<\/li>\r\n \t<li aria-level=\"1\">\u201cWhat makes a data set appropriate to use to answer a\u00a0question?\u201d Also brainstorm this, referring specifically to the bad\u00a0driver data used to answer the question \u201cWhich U.S. state has\u00a0the worst drivers?\u201d from the preview activity.<\/li>\r\n \t<li aria-level=\"1\">Mention that two important starting points for a statistical study\u00a0are making sure that you have a good statistical question and\u00a0making sure the data that you plan to collect are the\u00a0appropriate data to answer that question.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 2 -- working individually <span style=\"background-color: #ffff99;\">O3, V6<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">Have students\u00a0work individually for 1\u20132 minutes to write a\u00a0statistical question that can be answered with the bad driver\u00a0data.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Questions 3 and 4 -- working in pairs or groups <span style=\"background-color: #ffff99;\">V4, O3, S2, C3<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">Have students work in pairs or groups. In their groups\/pairs,\u00a0each student will share the question they came up with, and the\u00a0students will discuss and critique each other\u2019s questions. Have\u00a0each group select one question that they want to share out to\u00a0the class.<\/li>\r\n \t<li aria-level=\"1\">As the students are discussing, circulate around the room.\u00a0Make sure to listen for groups that may be having trouble\u00a0working together, and also be prepared to assist the groups in\u00a0coming up with or evaluating their statistical questions.<\/li>\r\n \t<li aria-level=\"1\">Come back together as a class and have each group share out\u00a0one of their questions. Write each question on the board, and\u00a0discuss whether the question is a good statistical question<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 5 -- individual reflection <span style=\"background-color: #ffff99;\">C4<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">Use Question 5 as an individual reflection for students to\u00a0process their takeaways from the discussion.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Formative Assessment <span style=\"background-color: #ffff99;\">C3<\/span>\r\n<ul>\r\n \t<li aria-level=\"1\">The class discussion is a good opportunity for formative\u00a0assessment, as misconceptions can be addressed and\u00a0understanding bolstered in real time.<\/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>Point out the great statistical questions your class came up with today! C3<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Have students refer back to the Objectives for the activity and\u00a0check the ones they recognize. Alternatively, they may check the\u00a0objectives throughout the activity.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Summarize that analyzing statistics is an investigative process: asking a good question, identifying what data are needed to answer that question, then collecting the data. Let students know that the class will be heading to data collection soon.<\/li>\r\n \t<li aria-level=\"1\">Acknowledge that the group work done in class today was challenging because it asked student's to critique one another's questions before selecting only one to share to the class. Let them know that they are better prepared after facing some of the challenges of collaboration to continue to the next activity in which they'll get some tools on how to form and execute effective study groups.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>Students will learn how data can be used to answer real, relevant questions.<\/li>\n<li>Students will have read an article<a class=\"footnote\" title=\"https:\/\/fivethirtyeight.com\/features\/which-state-has-the-worst-drivers\/\" id=\"return-footnote-4374-1\" href=\"#footnote-4374-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> in the\u00a0<em>What to Know\u00a0<\/em>assignment that uses data to answer the question, &#8220;Which U.S. state has the worst drivers?&#8221; In this activity they will explore the data used in the article to develop an understanding of what a good statistical question is and that one can only be answered with appropriate data.<\/li>\n<li>This activity connects back to <em>Forming Connections [1C]<\/em>, where students learned to classify variables, and prepares students for study design in which the first steps include posing a good question and then making a plan to collect appropriate data to answer it.<\/li>\n<li><span style=\"background-color: #ffff99;\">S2, C2, C3, C4, C5, V4, V6, O3 \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li>Identify the observational units in data needed to answer a statistical question.<\/li>\n<li>Identify qualities of a good statistical question.<\/li>\n<li>Identify variables used to answer a statistical question.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that data must be collected with purpose so that the data are appropriate to answer a\u00a0question of interest. They should be able to determine whether a question is a good statistical question, determine whether a question can be answered with a given set of data, and construct statistical questions that can be answered with a given set of data.<\/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 (3 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Remind students that analyzing statistics is an investigative\u00a0process that begins with a good statistical question, and give them\u00a0a heads-up that today they\u2019ll be constructing their own questions.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Question 1 &#8212; working in pairs <span style=\"background-color: #ffff99;\">S2, C3, C5, O3<\/span>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Have students consider and briefly discuss the question from the\u00a0article and whether the question was answered well. What made\u00a0the question a good statistical question? Were the data used the\u00a0right data to answer the question?<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Transition to the activity by briefly discussing the Objectives for\u00a0the activity.<\/li>\n<\/ul>\n<h3>Activity Flow (18 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Whole-class discussion\n<ul>\n<li aria-level=\"1\">\u201cWhat are some qualities of a good statistical question?\u201d\u00a0(Question 1) Brainstorm this as a class and write the ideas on\u00a0the board. Make special note of the key qualities (no exact\u00a0answer and anticipates variability).<\/li>\n<li aria-level=\"1\">\u201cWhat makes a data set appropriate to use to answer a\u00a0question?\u201d Also brainstorm this, referring specifically to the bad\u00a0driver data used to answer the question \u201cWhich U.S. state has\u00a0the worst drivers?\u201d from the preview activity.<\/li>\n<li aria-level=\"1\">Mention that two important starting points for a statistical study\u00a0are making sure that you have a good statistical question and\u00a0making sure the data that you plan to collect are the\u00a0appropriate data to answer that question.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 2 &#8212; working individually <span style=\"background-color: #ffff99;\">O3, V6<\/span>\n<ul>\n<li aria-level=\"1\">Have students\u00a0work individually for 1\u20132 minutes to write a\u00a0statistical question that can be answered with the bad driver\u00a0data.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Questions 3 and 4 &#8212; working in pairs or groups <span style=\"background-color: #ffff99;\">V4, O3, S2, C3<\/span>\n<ul>\n<li aria-level=\"1\">Have students work in pairs or groups. In their groups\/pairs,\u00a0each student will share the question they came up with, and the\u00a0students will discuss and critique each other\u2019s questions. Have\u00a0each group select one question that they want to share out to\u00a0the class.<\/li>\n<li aria-level=\"1\">As the students are discussing, circulate around the room.\u00a0Make sure to listen for groups that may be having trouble\u00a0working together, and also be prepared to assist the groups in\u00a0coming up with or evaluating their statistical questions.<\/li>\n<li aria-level=\"1\">Come back together as a class and have each group share out\u00a0one of their questions. Write each question on the board, and\u00a0discuss whether the question is a good statistical question<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 5 &#8212; individual reflection <span style=\"background-color: #ffff99;\">C4<\/span>\n<ul>\n<li aria-level=\"1\">Use Question 5 as an individual reflection for students to\u00a0process their takeaways from the discussion.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Formative Assessment <span style=\"background-color: #ffff99;\">C3<\/span>\n<ul>\n<li aria-level=\"1\">The class discussion is a good opportunity for formative\u00a0assessment, as misconceptions can be addressed and\u00a0understanding bolstered in real time.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (5 minutes)<\/h3>\n<ul>\n<li>Point out the great statistical questions your class came up with today! C3<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Have students refer back to the Objectives for the activity and\u00a0check the ones they recognize. Alternatively, they may check the\u00a0objectives throughout the activity.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Summarize that analyzing statistics is an investigative process: asking a good question, identifying what data are needed to answer that question, then collecting the data. Let students know that the class will be heading to data collection soon.<\/li>\n<li aria-level=\"1\">Acknowledge that the group work done in class today was challenging because it asked student&#8217;s to critique one another&#8217;s questions before selecting only one to share to the class. Let them know that they are better prepared after facing some of the challenges of collaboration to continue to the next activity in which they&#8217;ll get some tools on how to form and execute effective study groups.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\n<\/ul>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-4374-1\"><a href=\"https:\/\/fivethirtyeight.com\/features\/which-state-has-the-worst-drivers\/\">https:\/\/fivethirtyeight.com\/features\/which-state-has-the-worst-drivers\/<\/a> <a href=\"#return-footnote-4374-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":25777,"menu_order":7,"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-4374","chapter","type-chapter","status-publish","hentry"],"part":4126,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4374","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":5,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4374\/revisions"}],"predecessor-version":[{"id":4441,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4374\/revisions\/4441"}],"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\/4374\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4374"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4374"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4374"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4374"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}