How to use\u00a0Contextualization<\/h3>\r\nContextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you'll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.\r\n\r\nTeach in synchronous spaces<\/h3>\r\n\r\n \t- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\r\n \t
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\r\n \t
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don't force it. If it doesn't catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\r\n<\/ul>\r\n<\/div>\r\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\r\n\r\n \t- 6A Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6B Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6C Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6D Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6E Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6A Forming Connections Instructional Guide<\/li>\r\n \t
- 6B Forming Connections Instructional Guide<\/li>\r\n \t
- 6C Forming Connections Instructional Guide<\/li>\r\n \t
- 6D Forming Connections Instructional Guide<\/li>\r\n \t
- 6E Forming Connections Instructional Guide<\/li>\r\n<\/ul>\r\n
Asynchronous Delivery<\/span><\/h3>\r\nSee the synchronous delivery options above and tips below for including them in your digital spaces.\r\n\r\nteaching asynchronously online<\/h3>\r\nAny of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.\r\n\r\n<\/div>\r\nMicro-Reflection:\u00a0Contextualization<\/h2>\r\nThe datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:\r\n\r\n \t- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\r\n \t
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\r\n \t
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\r\n \t
- Collaboration: designing group projects that require students to work together.<\/li>\r\n \t
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\r\n<\/ul>\r\nContextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n\r\n
Reflection Questions<\/h3>\r\n\r\n \t- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\r\n \t
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"
![\"arrows](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5738\/2022\/06\/03221932\/erfolgreiche-pfeile-300x200.jpg\")
<\/p>\n
Varied Practices:\u00a0Contextualization<\/h2>\n
In the Varied teaching practice group, educators help students make sense of theoretical material by demonstrating how it applies to relevant, real-world situations. Through the use of techniques such as hands-on engagement, multimedia content delivery, and collaboration, teachers contextualize the material to integrate the lived experiences of their students. This course consistently provides real, topical data sets relevant to the lives of students and their families. Students will analyze datasets involving societal challenges, entertainment, civic involvement, and other authentic experiences. This kind of contextualization helps prepare students for the workplace and allows them to employ their own unique perspectives of the world as they learn.<\/p>\n
Using this text with its included datasets and studies ensures that your teaching practice will incorporate contextualization. You can make additional positive impacts on your class environment when you deliberately consider the experiences of diverse or marginalized populations as you related the course material to real-world situations.<\/p>\n
How to use\u00a0Contextualization<\/h3>\n
Contextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you’ll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.<\/p>\n
\nTeach in synchronous spaces<\/h3>\n\n- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don’t force it. If it doesn’t catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\n<\/ul>\n<\/div>\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\n\n- 6A Corequisite Activity Instructional Guide<\/li>\n
- 6B Corequisite Activity Instructional Guide<\/li>\n
- 6C Corequisite Activity Instructional Guide<\/li>\n
- 6D Corequisite Activity Instructional Guide<\/li>\n
- 6E Corequisite Activity Instructional Guide<\/li>\n
- 6A Forming Connections Instructional Guide<\/li>\n
- 6B Forming Connections Instructional Guide<\/li>\n
- 6C Forming Connections Instructional Guide<\/li>\n
- 6D Forming Connections Instructional Guide<\/li>\n
- 6E Forming Connections Instructional Guide<\/li>\n<\/ul>\n
Asynchronous Delivery<\/span><\/h3>\nSee the synchronous delivery options above and tips below for including them in your digital spaces.<\/p>\n
\nteaching asynchronously online<\/h3>\n
Any of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.<\/p>\n<\/div>\n
Micro-Reflection:\u00a0Contextualization<\/h2>\n
The datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:<\/p>\n
\n- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\n
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\n
- Collaboration: designing group projects that require students to work together.<\/li>\n
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\n<\/ul>\n
Contextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n\nReflection Questions<\/h3>\n\n- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\n
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4861","chapter","type-chapter","status-publish","hentry"],"part":4487,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861","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\/4861\/revisions"}],"predecessor-version":[{"id":4867,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/revisions\/4867"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4487"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4861"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4861"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4861"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Teach in synchronous spaces<\/h3>\r\n\r\n \t- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\r\n \t
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\r\n \t
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don't force it. If it doesn't catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\r\n<\/ul>\r\n<\/div>\r\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\r\n\r\n \t- 6A Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6B Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6C Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6D Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6E Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6A Forming Connections Instructional Guide<\/li>\r\n \t
- 6B Forming Connections Instructional Guide<\/li>\r\n \t
- 6C Forming Connections Instructional Guide<\/li>\r\n \t
- 6D Forming Connections Instructional Guide<\/li>\r\n \t
- 6E Forming Connections Instructional Guide<\/li>\r\n<\/ul>\r\n
Asynchronous Delivery<\/span><\/h3>\r\nSee the synchronous delivery options above and tips below for including them in your digital spaces.\r\n\r\nteaching asynchronously online<\/h3>\r\nAny of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.\r\n\r\n<\/div>\r\nMicro-Reflection:\u00a0Contextualization<\/h2>\r\nThe datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:\r\n\r\n \t- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\r\n \t
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\r\n \t
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\r\n \t
- Collaboration: designing group projects that require students to work together.<\/li>\r\n \t
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\r\n<\/ul>\r\nContextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n\r\n
Reflection Questions<\/h3>\r\n\r\n \t- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\r\n \t
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"
<\/p>\n
Varied Practices:\u00a0Contextualization<\/h2>\n
In the Varied teaching practice group, educators help students make sense of theoretical material by demonstrating how it applies to relevant, real-world situations. Through the use of techniques such as hands-on engagement, multimedia content delivery, and collaboration, teachers contextualize the material to integrate the lived experiences of their students. This course consistently provides real, topical data sets relevant to the lives of students and their families. Students will analyze datasets involving societal challenges, entertainment, civic involvement, and other authentic experiences. This kind of contextualization helps prepare students for the workplace and allows them to employ their own unique perspectives of the world as they learn.<\/p>\n
Using this text with its included datasets and studies ensures that your teaching practice will incorporate contextualization. You can make additional positive impacts on your class environment when you deliberately consider the experiences of diverse or marginalized populations as you related the course material to real-world situations.<\/p>\n
How to use\u00a0Contextualization<\/h3>\n
Contextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you’ll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.<\/p>\n
\nTeach in synchronous spaces<\/h3>\n\n- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don’t force it. If it doesn’t catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\n<\/ul>\n<\/div>\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\n\n- 6A Corequisite Activity Instructional Guide<\/li>\n
- 6B Corequisite Activity Instructional Guide<\/li>\n
- 6C Corequisite Activity Instructional Guide<\/li>\n
- 6D Corequisite Activity Instructional Guide<\/li>\n
- 6E Corequisite Activity Instructional Guide<\/li>\n
- 6A Forming Connections Instructional Guide<\/li>\n
- 6B Forming Connections Instructional Guide<\/li>\n
- 6C Forming Connections Instructional Guide<\/li>\n
- 6D Forming Connections Instructional Guide<\/li>\n
- 6E Forming Connections Instructional Guide<\/li>\n<\/ul>\n
Asynchronous Delivery<\/span><\/h3>\nSee the synchronous delivery options above and tips below for including them in your digital spaces.<\/p>\n
\nteaching asynchronously online<\/h3>\n
Any of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.<\/p>\n<\/div>\n
Micro-Reflection:\u00a0Contextualization<\/h2>\n
The datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:<\/p>\n
\n- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\n
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\n
- Collaboration: designing group projects that require students to work together.<\/li>\n
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\n<\/ul>\n
Contextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n\nReflection Questions<\/h3>\n\n- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\n
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4861","chapter","type-chapter","status-publish","hentry"],"part":4487,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861","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\/4861\/revisions"}],"predecessor-version":[{"id":4867,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/revisions\/4867"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4487"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4861"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4861"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4861"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\r\n\r\n \t- 6A Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6B Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6C Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6D Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6E Corequisite Activity Instructional Guide<\/li>\r\n \t
- 6A Forming Connections Instructional Guide<\/li>\r\n \t
- 6B Forming Connections Instructional Guide<\/li>\r\n \t
- 6C Forming Connections Instructional Guide<\/li>\r\n \t
- 6D Forming Connections Instructional Guide<\/li>\r\n \t
- 6E Forming Connections Instructional Guide<\/li>\r\n<\/ul>\r\n
Asynchronous Delivery<\/span><\/h3>\r\nSee the synchronous delivery options above and tips below for including them in your digital spaces.\r\n\r\nteaching asynchronously online<\/h3>\r\nAny of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.\r\n\r\n<\/div>\r\nMicro-Reflection:\u00a0Contextualization<\/h2>\r\nThe datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:\r\n\r\n \t- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\r\n \t
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\r\n \t
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\r\n \t
- Collaboration: designing group projects that require students to work together.<\/li>\r\n \t
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\r\n<\/ul>\r\nContextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n\r\n
Reflection Questions<\/h3>\r\n\r\n \t- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\r\n \t
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"
<\/p>\n
Varied Practices:\u00a0Contextualization<\/h2>\n
In the Varied teaching practice group, educators help students make sense of theoretical material by demonstrating how it applies to relevant, real-world situations. Through the use of techniques such as hands-on engagement, multimedia content delivery, and collaboration, teachers contextualize the material to integrate the lived experiences of their students. This course consistently provides real, topical data sets relevant to the lives of students and their families. Students will analyze datasets involving societal challenges, entertainment, civic involvement, and other authentic experiences. This kind of contextualization helps prepare students for the workplace and allows them to employ their own unique perspectives of the world as they learn.<\/p>\n
Using this text with its included datasets and studies ensures that your teaching practice will incorporate contextualization. You can make additional positive impacts on your class environment when you deliberately consider the experiences of diverse or marginalized populations as you related the course material to real-world situations.<\/p>\n
How to use\u00a0Contextualization<\/h3>\n
Contextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you’ll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.<\/p>\n
\nTeach in synchronous spaces<\/h3>\n\n- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don’t force it. If it doesn’t catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\n<\/ul>\n<\/div>\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\n\n- 6A Corequisite Activity Instructional Guide<\/li>\n
- 6B Corequisite Activity Instructional Guide<\/li>\n
- 6C Corequisite Activity Instructional Guide<\/li>\n
- 6D Corequisite Activity Instructional Guide<\/li>\n
- 6E Corequisite Activity Instructional Guide<\/li>\n
- 6A Forming Connections Instructional Guide<\/li>\n
- 6B Forming Connections Instructional Guide<\/li>\n
- 6C Forming Connections Instructional Guide<\/li>\n
- 6D Forming Connections Instructional Guide<\/li>\n
- 6E Forming Connections Instructional Guide<\/li>\n<\/ul>\n
Asynchronous Delivery<\/span><\/h3>\nSee the synchronous delivery options above and tips below for including them in your digital spaces.<\/p>\n
\nteaching asynchronously online<\/h3>\n
Any of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.<\/p>\n<\/div>\n
Micro-Reflection:\u00a0Contextualization<\/h2>\n
The datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:<\/p>\n
\n- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\n
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\n
- Collaboration: designing group projects that require students to work together.<\/li>\n
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\n<\/ul>\n
Contextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n\nReflection Questions<\/h3>\n\n- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\n
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4861","chapter","type-chapter","status-publish","hentry"],"part":4487,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861","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\/4861\/revisions"}],"predecessor-version":[{"id":4867,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/revisions\/4867"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4487"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4861"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4861"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4861"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Asynchronous Delivery<\/span><\/h3>\r\nSee the synchronous delivery options above and tips below for including them in your digital spaces.\r\n\r\nteaching asynchronously online<\/h3>\r\nAny of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.\r\n\r\n<\/div>\r\nMicro-Reflection:\u00a0Contextualization<\/h2>\r\nThe datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:\r\n\r\n \t- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\r\n \t
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\r\n \t
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\r\n \t
- Collaboration: designing group projects that require students to work together.<\/li>\r\n \t
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\r\n<\/ul>\r\nContextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n\r\n
Reflection Questions<\/h3>\r\n\r\n \t- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\r\n \t
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"
<\/p>\n
Varied Practices:\u00a0Contextualization<\/h2>\n
In the Varied teaching practice group, educators help students make sense of theoretical material by demonstrating how it applies to relevant, real-world situations. Through the use of techniques such as hands-on engagement, multimedia content delivery, and collaboration, teachers contextualize the material to integrate the lived experiences of their students. This course consistently provides real, topical data sets relevant to the lives of students and their families. Students will analyze datasets involving societal challenges, entertainment, civic involvement, and other authentic experiences. This kind of contextualization helps prepare students for the workplace and allows them to employ their own unique perspectives of the world as they learn.<\/p>\n
Using this text with its included datasets and studies ensures that your teaching practice will incorporate contextualization. You can make additional positive impacts on your class environment when you deliberately consider the experiences of diverse or marginalized populations as you related the course material to real-world situations.<\/p>\n
How to use\u00a0Contextualization<\/h3>\n
Contextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you’ll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.<\/p>\n
\nTeach in synchronous spaces<\/h3>\n\n- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don’t force it. If it doesn’t catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\n<\/ul>\n<\/div>\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\n\n- 6A Corequisite Activity Instructional Guide<\/li>\n
- 6B Corequisite Activity Instructional Guide<\/li>\n
- 6C Corequisite Activity Instructional Guide<\/li>\n
- 6D Corequisite Activity Instructional Guide<\/li>\n
- 6E Corequisite Activity Instructional Guide<\/li>\n
- 6A Forming Connections Instructional Guide<\/li>\n
- 6B Forming Connections Instructional Guide<\/li>\n
- 6C Forming Connections Instructional Guide<\/li>\n
- 6D Forming Connections Instructional Guide<\/li>\n
- 6E Forming Connections Instructional Guide<\/li>\n<\/ul>\n
Asynchronous Delivery<\/span><\/h3>\nSee the synchronous delivery options above and tips below for including them in your digital spaces.<\/p>\n
\nteaching asynchronously online<\/h3>\n
Any of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.<\/p>\n<\/div>\n
Micro-Reflection:\u00a0Contextualization<\/h2>\n
The datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:<\/p>\n
\n- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\n
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\n
- Collaboration: designing group projects that require students to work together.<\/li>\n
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\n<\/ul>\n
Contextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n\nReflection Questions<\/h3>\n\n- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\n
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4861","chapter","type-chapter","status-publish","hentry"],"part":4487,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861","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\/4861\/revisions"}],"predecessor-version":[{"id":4867,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/revisions\/4867"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4487"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4861"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4861"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4861"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
teaching asynchronously online<\/h3>\r\nAny of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.\r\n\r\n<\/div>\r\nMicro-Reflection:\u00a0Contextualization<\/h2>\r\nThe datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:\r\n\r\n \t- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\r\n \t
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\r\n \t
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\r\n \t
- Collaboration: designing group projects that require students to work together.<\/li>\r\n \t
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\r\n<\/ul>\r\nContextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n\r\n
Reflection Questions<\/h3>\r\n\r\n \t- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\r\n \t
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"
<\/p>\n
Varied Practices:\u00a0Contextualization<\/h2>\n
In the Varied teaching practice group, educators help students make sense of theoretical material by demonstrating how it applies to relevant, real-world situations. Through the use of techniques such as hands-on engagement, multimedia content delivery, and collaboration, teachers contextualize the material to integrate the lived experiences of their students. This course consistently provides real, topical data sets relevant to the lives of students and their families. Students will analyze datasets involving societal challenges, entertainment, civic involvement, and other authentic experiences. This kind of contextualization helps prepare students for the workplace and allows them to employ their own unique perspectives of the world as they learn.<\/p>\n
Using this text with its included datasets and studies ensures that your teaching practice will incorporate contextualization. You can make additional positive impacts on your class environment when you deliberately consider the experiences of diverse or marginalized populations as you related the course material to real-world situations.<\/p>\n
How to use\u00a0Contextualization<\/h3>\n
Contextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you’ll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.<\/p>\n
\nTeach in synchronous spaces<\/h3>\n\n- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don’t force it. If it doesn’t catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\n<\/ul>\n<\/div>\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\n\n- 6A Corequisite Activity Instructional Guide<\/li>\n
- 6B Corequisite Activity Instructional Guide<\/li>\n
- 6C Corequisite Activity Instructional Guide<\/li>\n
- 6D Corequisite Activity Instructional Guide<\/li>\n
- 6E Corequisite Activity Instructional Guide<\/li>\n
- 6A Forming Connections Instructional Guide<\/li>\n
- 6B Forming Connections Instructional Guide<\/li>\n
- 6C Forming Connections Instructional Guide<\/li>\n
- 6D Forming Connections Instructional Guide<\/li>\n
- 6E Forming Connections Instructional Guide<\/li>\n<\/ul>\n
Asynchronous Delivery<\/span><\/h3>\nSee the synchronous delivery options above and tips below for including them in your digital spaces.<\/p>\n
\nteaching asynchronously online<\/h3>\n
Any of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.<\/p>\n<\/div>\n
Micro-Reflection:\u00a0Contextualization<\/h2>\n
The datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:<\/p>\n
\n- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\n
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\n
- Collaboration: designing group projects that require students to work together.<\/li>\n
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\n<\/ul>\n
Contextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n\nReflection Questions<\/h3>\n\n- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\n
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4861","chapter","type-chapter","status-publish","hentry"],"part":4487,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861","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\/4861\/revisions"}],"predecessor-version":[{"id":4867,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/revisions\/4867"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4487"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4861"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4861"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4861"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- \r\n \t
- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\r\n \t
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\r\n \t
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\r\n \t
- Collaboration: designing group projects that require students to work together.<\/li>\r\n \t
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\r\n<\/ul>\r\nContextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n
\r\nReflection Questions<\/h3>\r\n
- \r\n \t
- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\r\n \t
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"<\/p>\n
Varied Practices:\u00a0Contextualization<\/h2>\n
In the Varied teaching practice group, educators help students make sense of theoretical material by demonstrating how it applies to relevant, real-world situations. Through the use of techniques such as hands-on engagement, multimedia content delivery, and collaboration, teachers contextualize the material to integrate the lived experiences of their students. This course consistently provides real, topical data sets relevant to the lives of students and their families. Students will analyze datasets involving societal challenges, entertainment, civic involvement, and other authentic experiences. This kind of contextualization helps prepare students for the workplace and allows them to employ their own unique perspectives of the world as they learn.<\/p>\n
Using this text with its included datasets and studies ensures that your teaching practice will incorporate contextualization. You can make additional positive impacts on your class environment when you deliberately consider the experiences of diverse or marginalized populations as you related the course material to real-world situations.<\/p>\n
How to use\u00a0Contextualization<\/h3>\n
Contextualized materials are embedded in the courseware. Simply by using the included datasets and analyses, you’ll include this evidence-based teaching practice in your pedagogy. As the teacher in the educational space often sets the culture and tone for the class, you can encourage contextualization by trying of the follow additional tips. Feel free to develop or find something else to try as well.<\/p>\n
\nTeach in synchronous spaces<\/h3>\n
- \n
- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- TikTok Topics:\u00a0<\/strong>Students who enjoy light entertainment and news feeds like Instragram, TikTok, or BuzzFeed will appreciate an opportunity to talk about interesting data-driven items they come across. Like the Media-Search mini projects listed above, this activity would ask students to link items of interest to a shared document. The only rule would be that the items are data-driven and safe for a professional setting. As an example, see this buzzfeednews.com article\u00a0<\/a>College Football Referees Penalized Teams With Black Coaches More Often Than Those With White Coaches, A Study Suggests.\u00a0<\/em>To get this teaching tip going, you may need to supply some of the items for some time while drawing attention to the idea before it catches on with the students. It may take a particular mix of personalities in the learning space for this activity to work. A light-hearted approach will be helpful to spark interest but don’t force it. If it doesn’t catch on within a couple of weeks, you can switch to trying one of the other ideas presented here, or something else entirely.<\/li>\n<\/ul>\n<\/div>\n
Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form<\/span>]<\/h3>\n
- \n
- 6A Corequisite Activity Instructional Guide<\/li>\n
- 6B Corequisite Activity Instructional Guide<\/li>\n
- 6C Corequisite Activity Instructional Guide<\/li>\n
- 6D Corequisite Activity Instructional Guide<\/li>\n
- 6E Corequisite Activity Instructional Guide<\/li>\n
- 6A Forming Connections Instructional Guide<\/li>\n
- 6B Forming Connections Instructional Guide<\/li>\n
- 6C Forming Connections Instructional Guide<\/li>\n
- 6D Forming Connections Instructional Guide<\/li>\n
- 6E Forming Connections Instructional Guide<\/li>\n<\/ul>\n
Asynchronous Delivery<\/span><\/h3>\n
See the synchronous delivery options above and tips below for including them in your digital spaces.<\/p>\n
\nteaching asynchronously online<\/h3>\n
Any of the above examples can be incorporated in an asynchronous environment and would serve to enrich the online community. As an alternative to drawing attention to relevant content during a face-to-face or synchronous online meeting, you could utilize the discussion board to highlight certain items, and open discussions by making comments and asking guiding questions.<\/p>\n<\/div>\n
Micro-Reflection:\u00a0Contextualization<\/h2>\n
The datasets and studies included in the course provide contextualization of the key skills and concepts of introductory statistics. You can extend the practice by using one of the tips listed in the synchronous teaching tips above or come up with your own ways to contextualize statistical tools to the lived experiences of your students. Contextualization is one of the evidence-based teaching practices of the Varied group, which includes:<\/p>\n
- \n
- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- Multimedia Learning: presenting the same information in a variety of media.<\/li>\n
- Contextualization: making sense of theoretical material by demonstrating how it applies to the real world<\/li>\n
- Collaboration: designing group projects that require students to work together.<\/li>\n
- Adaptability: reflecting regularly on how well the teaching practices are meeting students\u2019 needs.<\/li>\n<\/ul>\n
Contextualization was introduced in the Teaching Tips page prior to [Section 6A] with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n
\nReflection Questions<\/h3>\n
- \n
- Did you try one of the teaching tips listed in this guide? Or did you try something else to extend contextualization in your teaching beyond the inclusion of the real-world examples presented in the course? If so, how did it help? If not, why not?<\/li>\n
- If you did extend contextualization beyond the course materials by either using one of the tips or doing something else, do your feel inclined to include it again in the future? Why or why not? If you did not do this, discuss the impact the real-world scenarios given in Module 4 had on student engagement if any.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4861","chapter","type-chapter","status-publish","hentry"],"part":4487,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861","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\/4861\/revisions"}],"predecessor-version":[{"id":4867,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/revisions\/4867"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4487"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4861\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4861"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4861"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4861"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Engagement: engaging students in activities that require them to do more than passively listen.<\/span><\/li>\n
- In the News.\u00a0<\/b>Instructors who tend to enjoy keeping current with the news or with statistics or education journals may find it easy to use this tip. At the beginning of the semester, as you familiarize yourself with the included datasets, make note of\u00a0 those that may come up in the news, and note their location in the course. If you see something of interest, share it with the class along with the location of the relevant course material to either illustrate a concept or skill already covered or preview where the course will be headed in the future. This can help keep students engaged by realizing that the work they do in the course directly affects real events happening in the world in real time.<\/li>\n
- Media-Search Mini Projects.\u00a0<\/b>Encourage students to locate published items that use data or statistical research. Students can submit links to a shared document that you can display in the classroom as students arrive and take their seats. Make a brief mention of these at the beginning or end of class, especially of issues regarding marginalized groups or of those that hit home for your region. Leave the topic request open-ended to encourage students to incorporate their own perspectives and worldviews into the learning environment. Permitting students to use social media sources can keep this contextualization light-hearted while allowing you to help students discern reliable sources (see TikTok Topics below).<\/li>\n