Year 11 Statistical Investigations AMA Statistics Day 2013 [email protected]
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Transcript of Year 11 Statistical Investigations AMA Statistics Day 2013 [email protected]
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Year 11 Statistical InvestigationsAMA Statistics Day 2013
Pedagogy for improving learning
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Year 11 Success for all in NCEA Level 1 Statistical InvestigationsSuccess for all in statistics may require re-thinking of teacher actions (aka pedagogy). Students need to think flexibly in context and apply both statistical and context knowledge. This workshop will explore teacher pedagogical knowledge for Year 11 students and how it can be adapted to students in other year levels.
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Effective Pedagogy in Mathematics Glenda Anthony and Margaret Walshaw
Around the room, I have placed the pedagogies recommended by the Best Evidence Synthesis (NZ Ministry of Education).
Please choose one pedagogy and write down the evidence you would expect to see or to hear if that pedagogy was being enacted in the classroom.
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Ten Principles1. An ethic of care2. Arranging for learning3. Building on students’ thinking4. Worthwhile mathematical tasks5. Making connections6. Assessment for learning7. Mathematical communication8. Mathematical language9. Tools and representations10. Teacher knowledge
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Mrs Saunders, you are teaching us not telling usWhat is good? The attention you give us is great. This is a better
environment for me to be in rather than a class that’s better at maths than me.
Numbering everyone so that we get a chance to work on the questions.
Making sure everyone is using their initiative. Teaching methods are engaging and help me
understand more. You care about helping us. Freedom in doing work. Being able to help each other.
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Pedagogies to improve learning
Students need to trust their teacher to know them as individuals
As the teacher, I am the authority in the room; from day 1 I begin the journey to convincing them they can learn
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Teacher as authorityThe teacher is the expert in the room: I take the students with me, by articulating a
pedagogy and asking them why I use it I claim my authority in all I say and doI am in charge, so I arrange the seating: in alphabetical order seldom changed, and only by me cycle rows forward from time to time
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Pause I wait at least 10 seconds after posing a
question before accepting an answer Why do you think I do this? Discuss briefly with the person next to you Tell me what the other person said
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Re-frame the language “Miss, is it . . .?” is banned And give students new language to use (and
reiterate it):I think it could be . . .It might be . . .I wonder if it could be . . .
We’re all allowed to make mistakes
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Ask deeper questions And give the students opportunities to think
before answering Give out scrap paper to use for working Encourage each student to think (and write
something down) before sharing in a pair
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My favourite questions: What can you see? What is the same and what is different? How do you know that? Blog with 26 questions you can ask instead
http://mathforum.org/blogs/max/26-questions-you-can-ask-instead/
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Ask deeper questions Try to minimise “What is the (one-step) answer” Aim up the SOLO taxonomy Ask multi-step questions Ask for reasons, meaning, applications
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Every student has to be ready to answerDylan Wiliam’s method:http://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.html
Write each student’s name on an ice block stick Put sticks in a container, randomly pull out a
stick to select a student
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Random numbers Each student has a number on the roll and they
write it down inside exercise book cover Alphabetical order means . . . Use this when I want to choose a student to
answer – after pausing I teach one (volunteer) student how to use their
calculator to generate a random number from the class
That student always generates random numbers when I want them
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Do now! Every lesson starts Do Now Activity hand-written
on board Put up graph, ask for description, possible
sources of variation in context, reason for shape in context…
Put up 2 graphs, ask for call and reason for making it, in context
Write a poor paragraph, ask for it to be improved
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Homework These students need to learn that doing
homework matters I set a little almost every day I hold students accountable for doing HW Students mark their own HW Open books at start of lesson to show me HW
while they complete the Do Now Students highlight questions they need help
with I record in my mark book whether reasonable
attempt or not
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Feedback Not just ticks and crosses or N, A, M, E Always a sentence about what understanding
student has shown, and what they need to do to progress
Talk about A and M: What level have we been working on?
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Dan Meyer suggests We need to be encouraging patient problem
solving and being less helpful. Search for his TED talk: Math Class Needs a Makeover
http://blog.mrmeyer.com/ How can you resist the urge to be helpful?
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What about NZC Level 6 Statistics?
Start from the beginning of L5, telling a story about the wider universe with supporting evidence.
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Big Ideas Data from a sample can be used to answer a
question about a population Data may need to be cleaned – need to know
survey questions, who collected from, how collected…
I Census at School!
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Big Ideas Continued Inferences should be justified and in context There are rules we can apply to comparing
populations – aka making a call Reasoning based on shift, overlap, sampling
variability and sample size
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Data Cards Rule Students physically work with data cards for
concept learning Arrange cards on desks to find median and
quartiles, then draw dot plots on provided axes, and draw box plots from the dot plots
Put graphs on wall and use them to develop rules for making calls
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Getting to Merit and Excellence Context requires students to
Name the variables Give values and units
Build up a model for each part of PPDAQ cycle in turn by asking students to just have a go at, say, writing descriptions of graphs
Observe as they write, choose two or three who have good points and work with class to shape them
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Practice the whole PPDAC cycle As soon as possible, students should be working
on the whole cycle Plus? Minus? Interesting?
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Feedback – one facet of an ethic of care
Students should understand where they are aiming
Personal feedback helps them improve How do you know that? What is the evidence for your statement?
Where is the evidence?
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Some practice tasks Practice tasks Generic questions
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