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Statway Instructional Design Principles

Statway Training (CSU East Bay)
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on 31 January 2014

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Transcript of Statway Instructional Design Principles

Instructional Design Principles for Statway™

Lessons Designed with All in Mind

Statistics is the focus of the curriculum, with relevant math topics introduced as needed.
1
Instructional materials use real data in authentic contexts.
2
Faculty introduce specialized terminology to support the curriculum.
3
Access to technology is inherent in Statway.
4
Statway materials allow flexibility.
6
Lessons are designed to help students progress.
5
Statway IDP #2

Real data is more interesting and increases motivation.

Authentic contexts and real data are critical to develop statistical literacy and thinking.

Statway uses authentic contexts and builds upon previously introduced topics when introducing new material.
Statway IDP #3

People learn using ordinary communication. During the first 17 years of life, we learn 5000 new words per year through normal listening, reading, and talking.

Specialized terminology or jargon tends to inhibit the learning process.

Terminology that supports statistical and mathematical ideas is introduced and modeled by the instructor; terminology is not the focus of the lesson.

It’s important to take differing abilities and language competencies into account when presenting materials.
https://drive.google.com/file/d/0B4j8s5JLVl8aZXVNbzNWRTFlNUk/edit?usp=sharing
Congratulations!
You have finished the six Statway Instructional Design Principles


Statway IDP#1

Students with a history of math failure often experience math anxiety.

Separating statistics from math helps eliminate anxiety and improves performance.

Statway differs from traditional math classes.

To the greatest extent possible, arithmetic and algebra should not be a main focus.


Check out the navigation tools on the right side of this screen
Statway IDP #4

Technology enhances students’ ability to analyze data and increases their understanding of statistical concepts. These skills will be useful in future jobs.

Students who use technology have a better understanding of functions, variables, graphs, and problem solving than those relegated to pencil and paper.

Technology in and of itself does not enhance learning; rather, it is the well-designed use of technology which helps students meet learning goals.

Statway IDP #5

Learning goals include concepts and skill development. Additionally, newly introduced concepts build upon those previously learned.

Read Lesson 6.1.1
https://drive.google.com/file/d/0B4j8s5JLVl8aUmZtaVBKaFZXa3c/edit?usp=sharing
Download and read Lesson 2.1.1
There are three reasons for using authentic data:
• Real data is more interesting.
• It exposes students to the research process.
• It teaches students how to investigate real-world situations.

As you read Lesson 2.1.1 (Dotplots, Histograms, and Distributions for Quantitative Data), notice if all three reasons are addressed.
Go to the Discussion Board
Please respond to one of the following questions on the Discussion Board:

(a) Did you think all three of the concepts were supported? Why or why not? Please elaborate.

(b) Think of an example from your own teaching experience in which you used real data or authentic contexts and it worked well.
Describe your example in a few sentences.

Then
Download and read Lesson 3.2.2 here:
https://drive.google.com/file/d/0B4j8s5JLVl8acG9lX1hfZ0VZUjg/edit?usp=sharing

Discussion Board Link:
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Read Lesson 6.1.1. (Law of Large Numbers). Do you think the goals are adequately addressed?
Read Lesson 3.2.2 (Least Squares Regression Line as Line of Best Fit). Please note the following: each instructor can decide which type of technology to use (TI calculators, Excel, R, etc.). Thus, no directions about how to use any specific technology are included in the curriculum.

Think about this:
Why was technology useful in this lesson?
Would it be important for students to learn how to calculate the line of best fit mathematically, rather than just be given instructions on a calculator? Why or why not?
Read lesson 3.2.1
(Using Lines to Make Predictions)
https://drive.google.com/file/d/0B4j8s5JLVl8aalRuWUd6WnU0TVk/edit?usp=sharing

This is a link. Click it once. It opens in a new browser window.
Then
Then
Next
Link:
https://drive.google.com/file/d/0B4j8s5JLVl8aQkQwQjlOSVVMY2s/edit?usp=sharing

Read Lesson 3.1.1 here:
Go to the Discussion Board

Discussion Question:

Explain Mean, Median, and Mode (or other statistical terms) using everyday language.
Discussion Board Link:
xxxxxxxxxxxxxxxxxx
Then
Then
As you read Lesson 3.1.1 (Introduction to Scatterplots and Bivariate Relationships) think about how the specialized terminology is incorporated. Is the tone formal, or conversational?

Which example did you pick from the lesson that shows the instructor modeling how to introduce specialized terminology?
Next
Next
Instructional Design Principles for Statway™

Lessons Designed with All in Mind

This is the title of the IDP
This is the Subtitle
2. Instructional materials use real data in authentic contexts.
2
3. Faculty introduce specialized terminology to support the curriculum.
3
4. Access to technology is inherent in Statway.
4
6. Statway materials are designed to allow flexibility.
6
Next


* Main Point 1

* Main Point 2

* Main Point 3

* Main Point 4
Read the lesson
You'll be given a link to a full IDP Lesson to read.
Go to the Discussion Board
Select a statistical concept and give an example of the mathematical skills required to support learning that concept. Elaborate on the Discussion Board.
This is a link. Click it once. It opens in a new browser window.
Then
And Next
Next
5. Lessons are designed to help students progress.
5
Welcome to the Statway™ Instructional Design Principles Training
Hi, I'm Carol!
I'll walk you through a short, helpful introduction to your Prezi tutorial.

Click on the forward arrow below to move to the next frame.
1
These are the six pieces of pie that you will be zooming in and out of.
You can zoom into any area of the screen by clicking on it with your mouse-
Try it!

Just remember to use the forward arrow at the bottom of the screen to take you to where you are supposed to go next.

Each of these segments contains a series of instructions that you need to follow in order.
OK, You're getting the idea. We'll walk through one of the six IDP's so you know what to expect when you get into the actual tutorial.
Now,
First, you'll see the title
Then you'll see the main points of this IDP
Then
Prepare to participate in a Discussion Board by following the guidelines...
"After reading the lesson, answer the question..."

Great, I think you've got the idea. Now let's go to the tutorial.

Because research shows that math anxiety impacts performance in statistics, math is only introduced as needed to support the teaching and learning of statistics.

Elaborate on the Discussion Board:

Select a statistical concept and give an example of the mathematical skills required to support learning that concept.



Link to the discussion board
(You only have to click it once. Then check your browser for a new window.)
If you have to walk away or close your browser, you can get back to where you left off using the navigation tools provided:
Start Viewer
Move to next IDP
In the process of teaching a concept, specialized terminology will only be introduced when necessary.
• Students using real data are more engaged
and better retain information.
Move on to next IDP
The use of technology is required both during class time and out-of-class homework.
• Lessons within a topic proceed toward
clearly stated learning goals.
Statway allows for optional lessons, optional ordering, and optional addition of mathematical material.
In order to enhance student understanding, more or less time can be taken with any topic.

Developmental math topics can augment the curriculum, as required by each campus.

Depending on time, optional Statway lessons can be included, according to instructor’s wishes.

Statway IDP #6
Then
TM
TM
Be sure to turn on your speakers to hear the explanatory detail.
Full transcript