Even after telling my students how to find the Standard Deviation from a Frequency Table using the TI-84 several times in class, there was still some confusion. So, I have broken down and made this 1-page handout. Surprisingly, it was my first time making a handout like this.
This is a problem that I wrote for my statistics class. The objectives for this problem are as follows:
Below is a list of rules that I plan to give to my students on the first day of class to try to prevent some of the behaviors that bothered me last semester from occurring again during the upcoming semester. If the tactics in the handout seem a little extreme, good, I mean them to be. I want students to realize that certain behaviors have consequences, both for the low achieving students and the high achieving students, both at school and at home. I know that I will not get through to every student, but if you like my handout, feel free to tell some of the stories in your own classroom. As for how I am going to present the rules on the first day of class, I am going to use the grid below. The students will be given a blank version to fill out while I am giving an overview of the course policies. I plan to give this to the students before I even pass out the syllabus. So, the first piece of paper the students will receive from me is a sheet of paper that they have to take notes on. I hope that this will instill in them the importance I place on taking notes in class, as last semester I had way too many students who did not take notes and then when they did not understand how to do a problem, wanted me to redo the entire examples for them. By the way, I got the idea for the grid from Dan Meyer’s First Day Wiki. He has example of one that he uses in a high school geometry class there.
Another thing that I am going to do on the first day of class is the coin problems that are listed below. I got this idea from last year’s MichMATYC Fall Conference. The idea is to give students logic problems to work on in small groups on the first day of class so that they can get a feel for working in groups in a less intimidating setting. I hope that this activity will help instill in my students the importance that I place on group work and participation in class. I really believe that students learn the most when they are given the time and opportunity to explain the material to each other during class. And for your convenience, the answers to the problems are on the second page if you want to use them in your own class. I actually got my selection of five coin problems from a website of multiple coin puzzles. For those of you teaching statistics, you may be interested in Sugar Coated Statistics or this blog post from the Sage Statistical Blog on Starting it Out Right.
I hope you enjoy your semester!
When I got this Histogram Match-Up Activity, I liked the concept, but the instructions weren’t very clear for the students. I’ve cleaned it up some (again, my modifications), and am posting it here. This activity is different from Histogram Sort as it covers constructing a histogram verses simply sorting the histograms by ‘shapes’.
CAUSEWeb really does put out some great activities for teaching Introductory Statistics, such as Histogram Sorting Using Cooperative Learning. In fact, they have an entire Statistics Activity Webinar Series that they do regularly. I was told that this particular activity would easily be modified for the college classroom (where we sometimes don’t have as much time). My modification is below. The file includes a student instruction sheet, three pages of student ‘cards’ and three pages of solutions for the instructor. Enjoy, and make sure to check out the CAUSEWeb Statistics Activity Webinar Series!
NOIR stands for Nominal, Ordinal, Interval, Ratio, and is a game to help students distinguish between the four different levels of measurement. I had been working on this game all week, and I finally had time for my students to play it in class on Thursday. After the game, they filled out a review form for the game. I have already tweaked the game slightly based on their feedback as the cards were not originally numbered, so it was very hard for the answers to be checked. The students wanted the definitions on the game board somewhere, but I think that having the definitions there would defeat the purpose of helping them learn the definitions. I did let students use notes during the game, but after they started to get used to the definitions, I saw less and less flipping through the book and notes.
Each group of four students (two teams of two students each) was given two game boards and were asked to play two rounds of the game before filling out the feedback form. The entire process took about 30 minutes, although I had to cut some groups off in the middle of the second game because we were running out of time. Surprisingly (to me at least), the students were actually somewhat angry about that!
If you use this game in your class, I would love to hear your feedback!
I thought maybe someone would be interested in viewing these slides.
Julia Set Generator Mandelbrot Movie Maker
I’m preparing to teach statistics this summer, so statistics resources are on my radar right now. Here are some that have been fed to me recently:
1. Prezi on ‘Beyond Tables’ – Awesome Prezi on ditching the tables and integrating applets such as those over at Surf Stat.