Contextual Teaching of Descriptive Statistics
Contextual teaching is a form of teaching that assists the students learn and relate the class work to the realworld experience. The topic chosen is to utilize contextual teaching is descriptive statistics. Essentially, this will be very useful in ensuring that the students understand the concepts taught.
The use of contextual teaching in the learning of descriptive measures assists the student comprehend the concept more compared the normal way of teaching. The students are given a visual interpretation of the median, the distance to mean concept and the mean. The student is able to grasp the various descriptive measures at a greater level than the just theoretically teaching. In the use of contextual teaching, there is enabling of inquiry. In this case, there is ability to observe, ask, investigate, build the theory and analysis. There is also existence of reflection where the students can react or rather respond to experiences that identify ideas or knowledge already acquired. There is also appliance of creative and critical thinking in the part of the student. In the teaching of contextual teaching on this topic there is authentic assessment involved. From the use of contextual teaching, the student will be able to gain a reallife implementation of the concept and hence the understanding will be at a higher level.
Lesson plan
`PRELIMINARY INFORMATION
NAME:
DATE:
UNIT/THEME:
LESSON TOPIC:
NUMBER OF STUDENTS:
STUDENT SUBGROUPS:
Emergent Bilingual/ELL
SIFE
LTEL
Newcomer
SWD
CLASS TYPE:
Bilingual
ESL
ICT
Special Ed.
Gen. Ed.
Other _____________
GRADE: 9th
PERIOD/TIME:
LANGUAGE OF LESSON: English
ADDITIONAL LANGUAGES:
Where in the unit does this lesson occur?
Beginning of the unit
Middle of the unit
End of the unit
Structure(s) or grouping for the lesson:
Whole class
Small group, explain how groups will be formed: ________________________________
Onetoone, explain how pairs will be formed: ____________________________________
Independent work
Other (specify) ________________________
INSTRUCTIONAL CONTEXT
Big Idea or Concept Being Taught
The concept being taught is the determination of the central measures of tendency.
Rationale/Context
Why this lesson at this time; how does it connect to previous or succeeding lessons?
The lesson is placed at this time to assist in the introduction of the whole topic of descriptive statistics. In the previous session, the students were taught on how to perform computations
Prior Knowledge and Conceptions
What knowledge, skills and/or academic language must students already know to be successful with this lesson? What do I know about my students that will inform this lesson?
The student should be able to perform computations and take measurements. As the teacher I need to know the various understanding abilities of all the students.
STANDARDS AND OBJECTIVES
New York Common Core State Standards
List the standards that are most relevant to your goals
N.Q .1 – Utilization of units as a way to comprehend problems and to guide the solution of multistep problems.
N.Q .2 – Defining suitable quantities for the descriptive modeling purpose.
N.Q .3 – this is Choosing a level of correctness suitable to restrictions on measurement when reporting quantities.
Content Student Learning Objective(s)
Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.
Realize the distance to mean, mean, median and outlier concepts by minimal utilization of numbers.
Acquire visual comprehension of the statistics descriptive measures.
Academic Language Demands
Identify academic language, particular words/phrases and structures that are essential to understanding the content of this lesson.
Key Vocabulary with “Student Friendly” Definitions (25 words/terms):
Mean – this is the average of a certain group of values.
Median– this is the midpoint of a distribution, values or two objects.
Distance to mean – this is the arithmetic mean of least and greatest distance of an object.
Standard deviation– this explains location distance of the scores in distribution from the mean
describes how far away from the mean the scores in the distribution are located
Language Function(s):
Asking questions
Language Structures:
What is the mean______?
What the is median_____?
ASSESSMENTS
Evidence and Assessment of Student Learning
How will you know whether students are making progress toward your learning goal[s], and/or how will you assess the extent to which they have met your goal[s]?
Objectives
Pre/Formative Assessment
Summative Assessment
determination of distance to mean, mean and median
The student will compare the distance to mean of various objects during the class. There will be also watching of video on the various descriptive statistics.
By completion of the assigned worksheets, the instructor will be able to know if the students can differentiate between the objects using their mean, median and distance to mean.
Language:
During the lesson students will verbalize the mean of the objects based on following the language structure:
“The mean of the objects is _____________.”
At the end of the lesson students will verbalize the mean of the objects based on following the language structure:
“The mean of the objects is _____________.”
Student Feedback
How will you provide students with feedback?
Use of the sandwich approach. In this situation, I will offer the student comments that identify the area they need to improve. They will be sandwiched between two positive comments that show the places they have done well.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Launch/Hook
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?
There will be use of constructivism technique where the students will be needed to prepare and create a new implication on the whole activity based on certain knowledge. In our case the knowledge will be on computation and measurement.
Reflection technique will be also used. The students will be required to answer some descriptive statistics questions that are related to the previous topic.
Explore
How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.
Time
Instructional Strategies/Learning Tasks
Purpose
3mins
2 min
3mins
3mins
15 mins
15 mins
5 mins
There will be discussion of the various exiting vocabularies in the topic
– Discussion on the process of computing the average or mean of an object length.
Show the video, telling the class that the goal is simply measure and compute the men of the object and determine the distance to mean.
After viewing the video, the student offer their ideas on computation of mean. Terms used may include of standard deviation, median and mean.
Do a practical work by measuring various similar objects and determining their various measures of central tendency. By using the found measurements and computations, the students should then differentiate the objects. This will be done in groups of five.
Presentation of the information on a graph. The measures of tendency will be represented on a curve. This includes the mode, median, mean. After this there will calculation of the standard deviation using a given formulae.
X = squared raw scores
M = mean = 75.6
N = number of scores
The students will get back together as a whole class and share their results. The group leaders will stand in front of the whole class and do this.
To comprehend the unknown terms in the topic
The purpose is for the student to grasp and reflect on ideas relating to object differentiation in descriptive statistics.
The main intention of the video is to give the student a visual representation of the differentiation if same objects using their mean.
The purpose of this is to share ideas with the class and for the students to compare their answers to those of another group.
The student will be able to determine the mean and also come with other measures of central tendency
The purpose of this is to help the student know how to represent the information on a graph and computation of standard deviation
The purpose of this is to ensure the student understood. Incase of misunderstanding the student may repeat the topic
Differentiation
How will you provide successful access to the key concepts by all of the students at their ability levels? Where will you embed translanguaging strategies?
Low/ELL/Emergent: In the worksheets, the needed measurements and computations are shown in the computational story from the video. There will be a mention of other needed procedures by the teacher. Students will complete about half of the worksheets.
Intermediate: In the worksheets, the needed measurements and computations are shown in the computational story from the video. Students will complete about threequarters of the worksheet.
High: Students will complete the assignment as listed in independent practice and will be provided additional materials if they complete the assignment.
Closure
How will you bring closure to the lesson?
The class will reunite as a whole and discuss their findings.
Extension
What will be the homework (if any)? How will this lesson be followedup the next day, next week, etc.?
The homework will consist of session done activities. For instance, differentiating between two objects and how this can used in real life. The next lesson will start with discussion of the assigned homework.
Resources and Materials
For Teacher:
Projector
Whiteboard
Ruler
marker
For Students:
Pen
Ruler
worksheet
References
Data Analysis: Descriptive Statistics. (n.d.). Retrieved from https://www.floridaschoolleaders.org/general/content/NEFEC/dafil/lesson25.htm
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