This semester I started a new approach in my Statistics classes.

I wanted to

• focus more on conceptual understanding
• make class time more engaging
• introduce inference much earlier in the course – including the use of bootstrapping, simulation, and resampling
• cover nonparametric options for certain hypothesis tests

The first strategy I decided to employ was the flipped classroom, incorporating peer instruction.

We are using the eText (Interactive Statistics) that I co-authored with Michael Sullivan, and the Interactive Reading Assignments are perfect for flipping the classroom. In these assignments students read a little/watch a little/do a little – students are reading text, watching conceptual videos and example videos, and answering questions that feed directly into their grade book. Students must complete the Interactive Reading Assignment before coming to class the next day. (There is a standard homework assignment that students must complete the following night.)

I am using Learning Catalytics to help with the peer instruction part of the class. Learning Catalytics is like a powerful version of a clicker – students submit answers through their smart phone, tablet, or computer. (The class is inside a computer lab, so most students are using a computer.) Learning Catalytics supports so many types of questions, but at this time I am only using multiple-choice and numerical questions. I post a question and give students time to answer it themselves, then I give them time to discuss their answers with their classmates and potentially change their answers. When most or all of the class has the right answer discussion may not be necessary.

Today I spent 20 minutes going over key concepts from the previous night’s reading assignment. I asked students to define the concepts, to explain the difference between related concepts, and provide examples. I restricted myself to only chiming in when I felt that more detail or insight would help. Most students were highly engaged and many students contributed to the discussion.

I next spent about 10 minutes helping students log into the computers and find the Learning Catalytics session.

Finally, that left 20 minutes for the 15 questions in Learning Catalytics. That was a little rushed in places. Tomorrow I plan on 10-15 minutes of discussion about the previous night’s Interactive Reading Assignment, leaving 35-40 minutes for fewer questions. This should allow for an excellent peer instruction session, followed by a time to review what we have learned.

Students were engaged with the questions and worked well with each other. My favorite moment occurred when only about one-third of the students initially got a question correct. Vigorous debate ensued, and in a short while many of the students had the right answer. I asked a student who switched their answer to explain why, and I noticed that several students really gained understanding from that student.

In future posts I will discuss my plans to include inference early in the course (starting in week 2), and the different techniques we will be learning in one of the 20 classroom projects we will be working on.

– George

I am a math instructor at College of Sequoias in Visalia, CA and the author of an algebra textbook and co-author of Interactive Statistics with Michael Sullivan (both with Pearson).