Professional Development Workshop II PRESENTORS Dianthia Gilmore Nathan

Professional Development Workshop II

PRESENTORS Dianthia Gilmore; Nathan Hale & East Tech Endora Kight; Carl F Shuler, Almira & Mound

AGENDA v. Welcome & Introductions v. Go over homework from Workshop I v. Time Management in a 40 minute/Block Schedule v. Activity v. Data Analysis: Real World Projects v. Questions, Comments, & Discussion

Ice Breaker

ICE BREAKER Hello, my name is___ & my buddy is ___. Since our last session, we connected online and discussed ___

HOMEWORK QUESTIONS

DIFFERENTIATED TIME MANAGEMENT IN A 40 MINUTE OR BLOCK SCHEDULE

TODAY’S PRESENTATION Today, we will continue showing different ways to differentiate in the classroom environment. Remember, we can differentiate q. By content q. By process q. By product and/or q. By climate.

TODAY’S PRESENTATION We will present two forms of lesson plans; a Detailed Lesson Plan and a Simple Lesson plan. Both forms of lesson plans can be used in any classroom setting. However, the Detailed Lesson Plan works well in a block setting where time is allotted for activities, small group and whole group discussions.

TODAY’S PRESENTATION The lesson plan templates used are from our district adopted textbook, Holt and teacher created.

TODAY’S PRESENTATION For today’s lesson, we will focus on both math & technology standards

STANDARDS MATH STANDARDS ØData Analysis & Probability ØMathematical Process TECHNOLOGY STANDARDS ØTechnology for Productivity Applications http: //www. ode. state. oh. us/GD/Templates/Pages/ODE/O DEDetail. aspx? page=3&Topic. Relation. ID=1707&Conten t. ID=1279&Content=72514

BENCHMARKS 9. 5 A Create, interpret and use graphical displays and statistical measures to describe data; e. g. , box-and-whisker plots, histograms, scatter plots, measures of center and variability. 8 -10 A Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose a method for obtaining this information, and use limits for acceptable solution.

BENCHMARKS CONT. 9. 3 B Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology enhanced models 9. 3 B. 2 Demonstrate proficiency in all productivity tools (e. g. , word processing, spreadsheet, database, desktop publishing).

JOURNAL ARTICLE Unique Challenges in Teaching Undergraduate Statistics

JOURNAL ARTICLE A statistic instructor faces 4 major challenges when teaching basic statistical concepts. 1. 2. 3. 4. Motivating students to study material they think is uninteresting Handling Math Anxiety Dealing with Performance Extremes Making the Learning Memorable

JOURNAL ARTICLE For motivating students to study material they think is uninteresting the authors states Instructors need to make deliberate efforts to enhance motivation by the following: • • Active Learning; having fun and have students generate their own data Mastery Learning; achieve mastery of the material rather than just passing an exam

JOURNAL ARTICLE Handling Math Anxiety the authors states This is an emotional state of dread of future math related activities. Two possible methods of reducing math anxiety are: • Tutoring; focus on basic math skills & exposure to the material that makes them anxious • Relieving Exam Pressure; provide unlimited time & allowing repeat examinations

JOURNAL ARTICLE Dealing with Performance Extremes the authors states Performance extremes in statistics seem larger than in other courses. It is difficult to address the remedial needs of the low achievers while challenging the high achievers.

JOURNAL ARTICLE Dealing with Performance Extremes the authors states cont. Recommendations include the following: • • • Peer Tutoring; will enhance learning for both high and low achievers Concrete Presentation; provide students with concrete concepts rather than abstract concepts Proactive Approach; reach both strong and weak students…this may be time consuming for instructors, but a teaching assistant can help

JOURNAL ARTICLE Making the Learning Memorable the authors states Instructors note that students remember little of what they learned in statistics. If instructors intentionally infused statistics throughout the curriculum, would students show good retention. With this stated, there are ways to increase retention:

JOURNAL ARTICLE Making the Learning Memorable the authors states cont. • Achieving Initial Understanding; use a distinct organizational scheme of course materials • Providing Memory Cues; stories, visual images, cartoon, videos, & demonstrations

LESSON PLAN TEMPLATE

HOLT TEXTBOOK 1. Go to my. hrw. com & click on 2. Select 3. Click on the 4. Under Lesson Resources, click on 5. Click on Lesson Plan • 10 -3 Lesson Plan Lesson 3 Data Distributions

HOLT TEXTBOOK 10 -3 Lesson Plan Link http: //my. hrw. com/math 06_07/teacher/osp/alg 1/data/chap 10/section 03/lesson_plan. pdf

OHIO DEPARTMENT OF EDUCATION Lesson Plan Link

OHIO DEPARTMENT OF EDUCATION Lesson Plan Link http: //ims. ode. state. oh. us/ODE/IMS/Lessons/

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LESSON PLAN TEMPLATE Detailed Lesson Plan See word document

CALCULATOR ACTIVITY

CALCULATOR ACTIVITY Texas Instrument http: //education. ti. com/educationportal/activityexchange/a ctivity_list. do? cid=us

CALCULATOR ACTIVITY #2 Technology Lab Recording Sheet

CALCULATOR ACTIVITY Turn on your calculator 2. Press the “STAT” key 3. Press “#1(Edit)” or press the up or down arrow keys until the cursor is over #1(EDIT) then press ENTER 4. Under L 1, begin entering your data like so 19. 88 then press ENTER 16. 94 then press ENTER 15. 94 then press ENTER Repeat until you have entered all your data 1.

CALCULATOR ACTIVITY 5. 6. 7. 8. 9. Press 2 ND, then Y= (STAT PLOT) Press #1, then press the left arrow key to move the cursor over the word ON Press ENTER Press the down arrow key and then press the right arrow key until the cursor is over the box- and whisker plot (the second box) Press ENTER

CALCULATOR ACTIVITY 10. 11. 12. 13. Press the down arrow key and make sure your Xlist: L 1 and Freq: 1 Press ZOOM Press #9 (ZOOM STAT) or press the down arrow key until the cursor is over #9 and then press ENTER You have created a Box-and-Whisker Plot

CALCULATOR ACTIVITY 14. 15. 16. 17. 18. 19. Press TRACE What did you notice? What do you see on the bottom left of your calculator screen? Press the left and right arrow keys What do you notice? Are you able to answer all the question for Activity 2 on your worksheet?

CALCULATOR ACTIVITY Problem Solving Worksheet Technology Lab Recording Sheet

CALCULATOR ACTIVITY For this next activity, we will create two box-and-whisker plots on the same grid.

CALCULATOR ACTIVITY 1. 2. 3. 4. 5. Repeat the same steps from the previous activity to create a box-and-whisker for your first data set. For your second data set, enter the data in L 2 Press 2 ND, then Y=(STAT PLOT) Press #2, then press the left arrow key to move the cursor over the word ON Press ENTER

CALCULATOR ACTIVITY 6. 7. 8. Press the down arrow key and then press the right arrow key until the cursor is over the box- and whisker plot (the second box) Press ENTER Press the down arrow key and make sure your Xlist: L 2 and Freq: 1

CALCULATOR ACTIVITY 9. 10. 11. Press ZOOM Press #9 (ZOOM STAT) or press the down arrow key until the cursor is over #9 and then press ENTER You have created two Box-and-Whisker Plots on the same grid

SUMMARY

SUMMARY We continued to focus on differentiating instruction by content, process, product and climate We visited the different ways to create lesson plans to ensure all students have the opportunity to succeed with strategies designed to reach students of all learning styles and skill levels implementing differentiated instruction

SUMMARY We have viewed topics in the journal article which outlines ways to teach statistical data to students effectively We have identified where we can find instructional resources for the range of learning styles in our classroom We have identified modified tests, quizzes and worksheets

SUMMARY We have gone over calculator keystrokes for creating one and multiple box-and-whisker plots on the same grid We came together once again to gain professional knowledge of our content area and continue to network within our district to improve student learning.

QUESTIONS & COMMENTS

HOMEWORK FOR NEXT SESSION E-mail me, Endora Kight, if you would like to have the calculator instructions for creating a box-and-whisker plot. E-mail me, Endora Kight, if you may have any questions regarding anything we have covered today

HOMEWORK FOR NEXT SESSION E-mail me, Endora Kight, if you have any questions regarding any of the professional development workshops With your buddy, create a lesson plan with an activity for next session. Use the standard Data Analysis & Probability and Benchmark A, B, C or D.