Serving Through Statistics

Serving Through StatisticsJoshua B. WilkersonNavasota High SchoolCAMT 2012Houston, TX

Serving Through Statistics I. OverviewII. Genesis of the ProjectIII. ImplementationIV. ReflectionsV. ResourcesVI. Q & A

Serving Through Statistics CAMT 2012

I. Overview


II. Genesis of the ProjectA. The Previous “Spring Project”B. The Concept of Service-LearningC. Putting it into Practice


II.A. The Previous “Spring Project” Form a Hypothesis Design a Study Conduct the Study Collect the Data Describe the Data Draw Conclusions

from the Data


II.A. The Previous “Spring Project”


Problems… Didn’t reflect the students’ best work (as

compared with their fall projects) Lack of motivation Similarity to science fair projects Typically not very meaningful or

memorable Solution…

A meaningful project in which the students have a vested interest

II.B. The Concept of Service-Learning


Service-Learning connects service to the community with academically-based learning.

II.C. Putting it into Practice National Service-Learning Clearinghouse

www.servicelearning.org Mathematics Resources

Introduction to Statistics Syllabus Mark C. Hampton, University of Utah, 1995 Service component options include

working with a non-profit service agency which requires survey research for program evaluation or client needs assessment


http://www.servicelearning.org/

III. ImplementationA. The IdeaB. Student OrganizationC. The ProposalD. The Process UnfoldingE. Outside ConsultantsF. Final Presentation and PublicationG. Grading


III.A. The Idea Teacher:

How can we apply the concepts learned in AP Statistics to benefit our local community/service agencies?

My Students: Was Grimes County as effective at

meeting the needs of wildfire victims as compared to volunteer organizations? What kind of help was given and how effective was it?


III.B. Student OrganizationService Agency

Component Committee

Component Committee

Component Committee

Project Managers


The teacher acts as a consulting facilitator outside of the direct chain of command

III.B. Student OrganizationService Agency

Competing Student Group



Teacher


An Alternate Model

III.C. The Proposal What?

A complete and succinct statement on the question that is to be answered

Why? Students write out an argument for why the answer to

the posed question is important How?

Plan of action: developing a survey instrument, conducting survey, compiling and describing data, and analyzing data

When? Proposed calendar with deadlines for each phase


III.D. The Process Unfolding Developing Committees

Gathering a Population Developing and Piloting a Survey Administering Survey/Gathering Data Describing and Analyzing Data Presentation of Results (details to come)

Weekly Manager Meetings


III.E. Outside Consultants Dr. Jamis Perrett

Assistant Professor Department of Statistics Texas A&M University Specialty: Experimental Design/AP Curriculum

Dr. Laura Stough Associate Professor Department of Educational Psychology Texas A&M University Specialty: Disaster Research


III.F. Final Presentation and Publication


III.G. Grading Student Self Evaluation (20%)

More than just a statement on the grade they think they should get

Analysis on contributions with evidence and reflection on individual/group dynamic

Project Manager Evaluation (30%) Written Summative Report (50%) (Optional: Evaluations from Service Agency)


IV. ReflectionsA. What Went Well and WhyB. What Could be Improved and HowC. Keys to SuccessD. Branching Out


IV.A. What Went Well and Why Student Interest was Piqued

Topic was personal and chosen by students Professionalism was Improved

Comfort levels were stretched through community interaction and survey

Importance of Statistics was Cemented Real life scenario with real people

The “Aha Moment” was Achieved Deep connections were drawn from course

material to project implementation


IV.B. What Could be Improved and How

Equal Involvement Grading Incrementally Modification of Group Structures

Stricter Deadline Enforcement at the Intermediate Levels Grading Incrementally Completion through Proposal Phase in Fall


IV.C. Keys to Success The Power of Choice

Vested interest in the topic Keeping it Local

Meaningful application Commitment to Public Presentation

Obligation is to the community, not just a grade Required Reflection Beyond Calculations

Students chose the topic so they have to defend why it matters


IV.D. Branching Out http://www.edutopia.org/project-based-learning Geometry

Architectural Design (for Service Organization) Algebra II/Pre-Cal

Modeling (for Service Organization) Calculus

Optimization (for Service Organization)


http://www.edutopia.org/project-based-learning

http://www.edutopia.org/project-based-learning

V. Resources Mathematics Resources Page for the National

Service-Learning Clearinghouse http://

www.servicelearning.org/instant_info/fact_sheets/he_facts/math_he

Issue of PRIMUS Dedicated to Successful Service Learning Resources http://www.tandfonline.com/toc/upri20/current

ASA Student Project Competition http://

www.amstat.org/education/posterprojects/index.cfm Complete Description of This Specific Project with

Links to Student Publication http://www.GodandMath.com


http://www.servicelearning.org/instant_info/fact_sheets/he_facts/math_he



http://www.tandfonline.com/toc/upri20/current

http://www.tandfonline.com/toc/upri20/current

http://www.amstat.org/education/posterprojects/index.cfm

http://www.amstat.org/education/posterprojects/index.cfm

http://www.godandmath.com/

VI. Q & A


Serving Through Statistics

Documents

Transcript of Serving Through Statistics