Workshop on Teaching Introductory Statistics Session 1: Planning A Conceptual Course Using Common Threads And Big Ideas, Part I: GAISE Recommendations Roger Woodard, North Carolina State University Ginger Holmes Rowell, Middle Tennessee State University Medical College of Wisconsin in Milwaukee July 10th, 2006

Guidelines for Assessment and Instruction in Statistics Education (GAISE)

1 Emphasize Statistical Literacy & Develop Statistical Thinking  Literacy: Knowledge of basic terms and symbols Ability to read graphs Understanding fundamental ideas  Thinking: Understanding the need for data and the importance of data production Understanding the omnipresence and the quantification and explanation of variability

2 Use Real Data  Types: Archival, class generated, simulated  Reasons for Use: Authenticity Considering collection or production issues Relating analysis to problem context Engaging students in thinking about relevant statistical concepts

3 Stress Conceptual Understanding Rather than Mere Knowledge of Procedures  Without understanding concepts, procedures have little value.  Teach fewer core concepts in more depth using fewer techniques.  Emphasize interpretation of results by computing with technology.  Use formulas that enhance conceptual understanding.

4 Foster Active Learning in the Classroom  Students discover, construct, and understand statistical ideas.  Students practice thinking and communicating statistically.  Students learn from each other.  Examples Include: Group projects, laboratory activities, computer simulations, class demonstration and discussion

5 Use Technology For Developing Concepts and Analyzing Data  Not to be used for the sake of using technology  Allows students to focus on interpretation, not mechanics  Helps students analyze data, visualize concepts, and understand abstract ideas  Examples Include: Computer labs, graphing calculators, software, applets, websites, etc.

6 Use Assessments to Improve and Evaluate Student Learning  Assessments should be aligned with learning goals.  Focus on key ideas, not just skills, procedures, and computation.  Useful and timely feedback is essential to learning.  Examples Include: Homework, quizzes & tests, projects, oral presentations, written reports, minute papers, article critiques, etc.