Blog Archives

Day 6: Clothes Pin Posters

 

As I looked around my new fabulous room, I realized that I had little space to display student work. I racked my brain, checked out Pinterest, and did lots of Internet searches for ways to post work on my cupboards without using tape. I noticed that many elementary teachers who have cinder walls use Removable Mounting Putty made by Scotch. I was initially leery of the idea but I was desperate, so I gave the putty a shot. And you know what, it worked out great! As you can see, the putty holds up the large clothespins easily and they looked so fun in the center of each of the cabinets.

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One of the most challenging thing to teach AP Statistics students (and actually any student) is how to write technically. So, early in the course, I start to have them write together. The activity today required the students to compare two sets of data. They were to practice using comparing language along with using all of the required elements to describe data (i.e SOCS, etc.). Using Google search under the image tab, I searched things like “comparing boxplots,” “comparing histograms,” and “comparing data sets.” I got some great graphs doing this! So I copied them, made them larger, cut them out and then my student groups randomly selected one of them. Here are the directions I gave the groups:

Comparing Distributions

Below are the final posters displayed wonderfully with my cabinet clothes pins!  Thank you elementary teachers for a practical and simple solution to my student display dilemma!

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Day 4: Looking at Multiple Representations in Statistics

This summer, during one of my lazy, meandering journeys on the internet, I came on a very interesting article by Malcolm Swan (MARS/Shell Centre at the University of Nottingham, England) called Designing a Multiple Representation Learning Experience in Secondary Algebra.  Here is the abstract from his paper:

This paper describes some of the research-based principles that I use when designing learning experiences to foster conceptual understanding. These principles are illustrated through the discussion of one type of experience: that of sorting multiple representations. I refer to learning experiences rather than tasks, because tasks are only one component of the design. Close attention is also paid to the role of the teacher in creating an appropriate climate for learning to take place.

Of particular interest to me was one of the activities called Frequency graphs, Cumulative frequency graphs and Box and whisker plots.  I always like having matching activities to get my students talking to each other. This one seemed like the great higher level matching activity good for the first chapter in our textbook.  I plan to use this task after our discussion of ogives.

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Today, I xeroxed and laminated the task cards and plan to use them early next week. Be sure to check in next week to see how the activity worked out.

Whoo-hoo, it’s Friday and gorgeous-sunny outside.  Perfect day to get outside with my dog.  Had a good first week, especially with my kiddos!  Technology was (actually continues to be) a challenge, but the week-end will help me decompress. How did your first week back at school go for you?

 

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