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RE: [ap-stat] Reading guides
Posted:
Aug 6, 2012 11:49 AM
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One approach might be to conduct "Just in Time" surveys on the assigned
reading. (See http://jittdl.physics.iupui.edu/jitt/what.html) If every
student in class had access to the web, have them send an email or post
on a course website a list of 3 items from the readings that they would
like to learn more about in that day's class. For students without
internet access, have them provide the 3 items on a note card handed in
at the start of class. Then, quickly scan the JIT surveys and modify the
class to teach those topics or lead a class discussion of those topics.
Now, what about cheating? What if a student asks a neighbor in the
hallway outside of class, what should I list for today's JIT survey and
the neighbor says, "the difference between a paired and independent
samples t test"? It would be very easy to detect such a student abusing
the system by looking at the card or web posting of a suspected abuser
and asking, "John, tell us about the paired t test example from the text
and what you found confusing about it."
-----Original Message-----
From: Bob [mailto:bob@statland.org]
Sent: Sunday, August 05, 2012 11:49 AM
To: AP Statistics
Subject: [ap-stat] Reading guides
Some studetns learn more from reading while others learn more from
lecture, so I was always hesitant to test on content gained only from
reading. Instead I gave trivia quizzes only to get students to TRY to
read. These were often multiple choice. I might ask, "Today's reading
used as its main example
a. heights of Air Force recruits
b. speeds of cars on Triphammer Road
c. lifespans of washing machines
d. home run records for the National League"
Of course you have to be unpredictable so students don't just ask one
another what the main example was about between classes.
Forwarded message:
> From: "Fowler, Robin" <robin.fowler@simpson.kyschools.us>
>
> I used reading guides I had purchased from another educator, but was
> not re= ally happy with them. They seemed to maybe go with a previous
> edition and s= ome were so long I had a hard time grading them and the
> "cherubs" liked to = "work together" on them (aka copy). Does anyone
> use a more creative way of = assessing reading the text???
>
>
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