SELECTING WOOD & LUMBER Mandi Bañales April 2001 Cal Poly San Luis Obispo.
What.. Me Change? Beth Chance Cal Poly – San Luis Obispo 1.
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Transcript of What.. Me Change? Beth Chance Cal Poly – San Luis Obispo 1.
Why do we need to change?
Growing interest in field of statistics Common Core State Standards are coming New educational needs New educational demands
Administrative pressure for online courses
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But what about ME?
Growing interest in field of statistics Enrollment in Cal Poly 300-level statistics courses
has grown 96% in last four years New undergraduate Teaching Statistics course for
prospective middle school and high school teachers of statistics
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But what about ME?
Common Core State Standards are coming CAOS Pretest Questions: Which of these
classes has the least variation in scores?
Correct responses:Fall 2008: 21.7%Fall 2012: 40.0%
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Took the online challenge
University offered grants, assigned time, technical support for course development
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Other positive changes?
With R. delMas and J. Garfield (1999) Research on student interaction with a software environment on sampling distributions
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Theory of conceptual change (Posner et al, 1982) With R. delMas and J. Garfield (1999)
Research on student interaction with a software environment on sampling distributions“This model proposes that students who have misconceptions or misunderstandings need to experience an anomaly, or contradictory evidence, before they will change their current conceptions.”= cognitive dissonance
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So before I can change
Build on existing literature Need to find convincing evidence for change… Collect more data!
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Guess the variable?
What is the variable? cont.
Moved to Cal Poly
sabbatical(ISCAM)
Hybrid course
ISI course
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Students’ evaluation scores of my teaching “Stat 101” across quarters
Can we explain the pattern?
Old adage: The third time I teach the course is the best I see the overall structure of the material I can anticipate common student misconceptions I have smoothed out the kinks
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Can we explain the pattern?
But maybe it’s not surprising for things to go down from there? But maybe then I begin to know the material too
well? Maybe then I begin to think I’ve already answered
that question? Maybe then I start to get complacent?
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So maybe… I need change?
To challenge myself, to keep me on my toes, to reenergize me to see what is going on in my classroom
ISI curriculum Starting from scratch Forced me out of my comfort zone My engagement in course The big surprise: It’s been fun!
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But to be effective
Changes should come from within you, your students
Changes should benefit you, your students Changes should be driven by data
Is there an issue? What is the current state? How do things differ after the change? Be open to alternative explanations
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So how do we make effective change? Cognitive dissonance Help yourself Assessment New perspectives Group effort Existing educational literature
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