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Transféré par Angie Kruzich

I took this course during the summer semester of 2013 with Dr. Jennifer Freed.

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Analysis Report

2a. Description of the Need

2a1. Needs Assessment Survey

The following list of questions were submitted as a survey through Survey Monkey at

this link: https://www.surveymonkey.com/s/JJ3ZPKK

These questions help to analyze the amount of pre-teaching time in the first Module of

the course. This survey covers the basic skills all students should have when beginning

the AP Statistics course as well as student motivational levels. In order to have all

students ready for the course, some of these topics may need to be reviewed when

survey results show a need.

1. Do you understand how to calculate the mean of data?

2. Do you understand how to calculate the mode of data?

3. Do you understand how to calculate the median of data?

4. Do you understand how to calculate the standard deviation of data?

5. Do you understand how to calculate the z-score of data?

In the 2013 NBA Finals, Miami Heat scored the following points in the seven game

series to win the championship:

88, 103, 77, 109, 104, 103 and 95.

6. Calculate the mean.

7. Calculate the mode.

8. Calculate the median.

9. Calculate the standard deviation.

10. Calculate the z-score for game #2, 103 points.

11. Do you have a computer at home?

12. Do you feel comfortable using a computer?

13. Do you have internet access at home?

14. Do you feel comfortable using the internet?

15. Can you easily learn to use new websites on the computer?

16. Do you have Microsoft Excel at home?

17. Can you stream videos at home, like YouTube, AuthorStream, Prezi?

18. Do you prefer to do your homework on the computer or using paper and pencil?

19. For this class, how often would you commit to doing homework per week? Two

hours, three hours or 4 hours?

20. Are you excited about taking AP Statistics?

A. Super Excited

B. I'm Excited

C. My mom/dad is making me take this class!

22. Do you have a Smartphone?

23. Do you have a tablet?

24. If you don't have a computer at home, would you be interested in getting one for

home that is no longer used by the school district?

In general the results for the following survey questions were at 100% or close to it.

Most students already understand how to calculate mean, median and mode. Although

their confidence level is higher than their actual calculations as shown in the follow up

questions where mean, median and mode were asked to be actually calculated. Any

misunderstandings can easily clarified during instruction through review videos and as

these concepts are used within other statistics topics.

requirements online is not an issue. Either 100%, or close to 100% of the students

surveyed responded have a computer, with excel, internet access and streaming

abilities. They also responded they are confident in using the internet and exploring new

websites.

2|E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

homework delivery method. I am happy to

see those results being very mixed. I think

students will enjoy being able to submit

homework online mixed with paper and

pencil. After the first unit in the course, it

would be good to survey this question

again to see if a larger majority appears in

any of the choices.

I must admit that the question about how much time students are willing to spend on

homework was a bit biased. Since I have not taught the class before, I am not sure how

much time will actually be required to complete the homework. I am hoping that a

maximum of two hours per week will be

necessary. But I wanted to see how much

time students were willing to commit.

These results were a pleasant surprise,

because the amount of homework when a

project is due may be higher than two

hours in a week. This is another question to

survey again later in the school year. An

additional survey about half way through

the year and again at the end of the year

would be appropriate to determine the

actual amount of time students spend on

homework for AP Statistics.

Open graph for question 19

Because this is an elective course the positive results for motivation level to take the

course and the AP Stats exam, are not surprising. The majority of students appear to be

happy about taking this class and having the opportunity to take the AP Exam to earn

college credit. Furthermore, several students have been advocating for an on campus

AP Statistics course at LHS for many years. For those students that have concerns

about the money to take the exam, there are scholarship options offered by LHS and

the college board. Those students can be directed to the school's AP coordinator to find

out if they qualify for payment assistance.

3|E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

The question to students having a Smartphone or a tablet, really isn't about if they have

these items at home. These questions will help me analyze whether or not there are

enough students in the class to help other students use these type of electronic devices.

It also helps me determine if there are enough phones in class such that when students

must complete a group activity, the likely hood that the group has access to a smart

phone is significantly high. In the long run, I hope to have a classroom set of tablets for

students when they attend class on campus.

4|E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

2b1. Learning Context

As stated previously, I plan to design the brand new AP Stats course as a blended

course. Because the course is brand new, this is a premium opportunity to fit the AP

Stats curriculum, as outlined by the College Board, into a blended environment rather

than trying to take existing curriculum and change it function online after the fact. When

school was dismissed for the summer last June, enrollment was at 53 students and two

sections were designated for AP Statistics.

The designated curriculum is guided by the College Board, but decisions about the

textbook to be used will be decided by the instructor during the summer prior to the

class initiation in September 2013. After student input, the text that will be used and is in

the ordering process is The Practice of Statistics by Starnes, Yates and Moore. This

appears to be a very student centered textbook that is less wordy than other texts

considered. A second book to be issued with the course is an AP Statistics Preparation

book by Barron's. Both books will be purchased by the school district, loaned to

students in September and returned in May or June.

To access material outside of class, the format to be used is Moodle as my school

district is already using this LMS as its online course management system. In order for

Moodle, or any online component, to be successful students will need access to a

computer, with internet access, outside of class. Additionally, the computer needs to be

able to play videos, have Microsoft Excel for data, students need an email account, and

students need to be comfortable using the internet and exploring new websites and

applications. All of this is addressed in the survey.

While students are in the classroom, it would be ideal for them to use that time to work

together, gathering and analyzing data for various projects. Additionally, the idea of

having AP Stats be a project based class is emphasized in the College Board

Curriculum. Therefore, I am planning to write some grants (already have one from

Google) to fund a classroom set of tablets. In the meantime, the class will be signed up

for the computer lab as much as possible. Other standard equipment available in every

classroom is a presentation computer connected to a document camera and a projector

with surround sound. All of this equipment should be sufficient to handle teacher and

student presentations.

5|E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

Being a math teacher, you are always presented with the question, 'When will we ever

use this?' Because math is a building topic, many times the answer is that students

need the topic of the day to succeed in a higher level math class. Then when students

obtain the skills in calculus, you can finally answer many of those application questions.

However, using calculus in professions may receive excellent starting salaries, but is

still fairly limiting across professions.

Statistics however, applies across a wider variety of professions. Whereas high level

mathematics will mostly apply to business majors, engineers, research scientists,

actuaries and of course math teachers, statistics will be used in those professions as

well as a wider range of business positions, clinical trials, marketing, psychology,

computer science, finance, insurance companies, project management, analyst

positions, communications, professional sports and product production. Statistics is the

science of making effective use of numerical data. In summary, statistic skills are

needed in any profession that seeks self-improvement based on data that can be

collected to see how things are performing now. The data can help you determine

where improvements can be made.

One thing to watch out for in statistics however, is misleading statistics. Dilbert summed

this up well:

The new AP Stats course at LHS is blended in more than one way, as AP Stats will

have students present that are enrolled in Pre-Calculus, a first year of Calculus, a

second year of Calculus or have completed LHS Calculus altogether. Since AP Stats

requires use of many mathematical techniques, and has students enrolled who are

connected to four different levels of math courses, I believe it is imperative to use the

6|E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

needs assessment survey that analyzes how much they already know about basic

statistic skills.

Did students retain the basic statistics that was taught in the middle school curriculum?

Do all the students remember standard deviation, z-scores, and sigma notation as was

covered by the Algebra 2 curriculum? How much do they remember? Based on the

year-to-year results, I can determine where to start in the curriculum. Do I need to start

with mean, median or mode or somewhere further into the curriculum? The needs

assessment survey analyzed this data nicely for the 2013 incoming students.

As shown in the graphs below, it appears that even though students have been taught

how to calculate standard deviation and z-score as shown in student confidence levels,

they will need to be reviewed concepts because their answers do not show the same

accuracy. The correct standard deviation answer was 11.180 and for z-score the

answer was 0.536.

students have access to a computer at home and if

they do, do they have internet access? Although

most of our student population does own computers

and have internet, not all students do. To avoid a

digital divide situation, students without access will

need assistance. The last survey question will help

me determine how many students need help

accessing a computer. There are computers the

school district excesses to families in the district at

very minimal costs. Also, the school offers after

school computer lab access Monday through

Thursday for those students that need computer

access or students that need to meet in groups to

complete an assignment.

7|E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

This flowchart describes the process to create a graphical representation of univariate

numerical data, a box-and-whisker plot. Placing data in this type of graph helps a

student see patterns in the data. If two box-and-whisker plots are used, then students

can more easily compare data sets.

Open Flowchart

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