Becoming
a Teacher of Statistics
Portfolio
by
Susan
Sexton
Probability and Statistics for Secondary
Teachers
STAT 6070
University of Georgia
Fall 2007
Instructor: Christine Franklin
Recommendation 4: Foster active learning in the
classroom.
Magel, R. (1998).
Using cooperative learning in a large introductory statistics learning class. Journal
of Statistics Education, 6, Article 3.
Retrieved October 23, 2007, from http://www.amstat.org/publications/jse/v6n3/magel.html
Abstract:
This article discusses one active learning technique,
cooperative learning, that can be used in large classes. This technique requires
that students be divided into learning teams. A method for quickly dividing a
large class of students into learning teams is presented. Two examples of
cooperative learning exercises used in an introductory statistics class are
given. These serve as illustrations of the type of cooperative learning
exercises that can be assigned in a large class. In particular, these exercises
were used in a class of 195 students. Preliminary findings by the instructor of
the advantages of using cooperative learning exercises are discussed.
Magel discusses and provides an example of organizing and implementing cooperative learning in an introductory college statistics class. Generally, introductory college level courses contain a large number of students (MagelÕs example is no exception) and is taught in a traditional lecture style format. However, the lecture style format is not conducive to fostering active learning, one of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) recommendations. Furthermore, cooperative learning provides opportunities for students to engage in statistical discourse which, in turn, heightens their statistical literacy, another recommendation of GAISE.
Magel acknowledges that instructors who try cooperative learning in their classrooms (whether large or small) can encounter issues of management that can affect the successful ÒexecutionÓ (para 1) of the lesson. The author provides two cooperative learning activities used in a large introductory college statistics course. Magel found that the cooperative learning activities is a means to adequately cover material through meaningful learning and that (through preliminary findings) studentsÕ scores improved.
The author was motivated to use cooperative learning activities for students to learn from each other. In particular, she noted that students Òwith poor quantitative reasoning skills would work with other students of the same typeÓ (para 12). Thus she devised a plan to randomly assign students to work together in hopes of forming learning teams that would consist of students with a range of abilities. The author notes that, by chance, students may still be paired with students of similar ability. However, this process of grouping the students is the most efficient way given the lack of knowledge of each individual studentÕs level of statistical understanding that is a result of having a large number of students in a short period of time.
MagelÕs use and purpose of cooperative learning aligns with the GAISE recommendation to foster active learning which states, ÒUsing active learning methods in class is a valuable way to promote collaborative learning, allowing students to learn from each otherÓ (GAISE, 2005, p. 11). Furthermore, Magel discusses how the traditional lecture format is a ÒsaferÓ method of teaching where Òless can go wrongÓ (para 3). It is true that the college classroom, with its large number of students and limited time to cover material, is a perfect environment in which to utilize traditional lecture teaching. However, the GAISE recommendation urges: ÒAs a rule, teachers of statistics should rely much less on lecturing, much more on the alternatives such as projects, lab exercises, and group problem solving and discussion activities. Even within the traditional lecture setting, it is possible to get students more actively involvedÓ (GAISE, 2005, p. 4).
Magel provides two great cooperative learning activities that would be successful in any sized classroom. However, it is not only the activities that count but the planning and foresight used in the implementation of the activities that are equally as important. Magel acknowledges that every classroom situation is different and that it does take a considerable amount of time to plan and a certain amount of flexibility during implementation for a successful lesson to occur. She also discusses the utilization of other teaching methods such as lecturing and allowing the students to work with whom they choose to keep the class motivated and their disposition positive.
References
GAISE College
Report. (2005). Guidelines for Assessment and Instruction in Statistical Education
College Report. Alexandria, VA: American Statistical Association, http://www.amstat.org/education/gaise.
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Summaries and Reflections