Holy Smokes...

Well I must say that I feel slightly embarrassed as I forgot to blog on Saturday and since yesterday was Father's day, I was so busy that I forgot again. As I sit down now and reflect over the second part of last week, I am starting to feel like I am actually making progress. I finished the web quest early, submitted my website proposal, just about finished the website design, and have begun work on the website already. The discussions are a bit worrisome as I am not sure how much to add. Also, adding to the class wiki is somewhat intimidating as it is not only new to me, but I also don't want to let down my classmate. Group-work has always stressed me a little because I am always wondering if I am pulling my weight.

Over the next week, I hope to have the website finished and the podcast finished as well. I must say that I am comfortable with the technology behind a podcast since I have done them before. For the podcasting assignment, I am focusing on making the content significant for students. I would like to use podcasting a way for students to access information outside of the classroom, especially since this class of AP Stats students are so intrinsically motivated! Well, I am off to finish up the website design and continue to poke at the website. I'll have to blog tomorrow to get back on track!

Entering into the body of work...

Entering the body of work this week and I am finding it a bit challenging to keep up with the many facets of this course. However, I must say that I had a breakthrough regarding the web quest assignment. At first, when I submitted my proposal, I thought I would be going one direction with my web quest. However, after receiving feedback, I found myself languishing over how to fix it. After few days, it dawned on me. I realized not only what topic and process would be appropriate foe the web quest, but also how to make it a part of the lesson, rather than the lesson itself. I kept thinking that the web quest needed to be a start to finish task that stood separate from any other lesson. But as I thought about it, I realized how to make it an activity to engage students into a new facet of a larger lesson. I am working with he concept of bias in research. Bias fits into the larger context of study design. After teaching on research design, I plan on having students use the  web quest to focus specifically on bias in its many forms. The task will have students investigating and identifying bias in the short term. The long term task is to have students design their very own statistical study, free from as much bias as possible. The students will be using the web to do some background research, seth a mechanism for data collection, and design a viable research question. I think that this is an authentic way to use the web to complete a task of greater value than the lesson itself. The statistical study design will be used in the spring to be the bassi for their project. Having student begin early on the major project will give them plenty of time to revise their ideas, while incorporating new ideas learned along the way. Also, starting early will reduce the amount of work needed in the spring. I really struggled with this web quest concept. I understand it in theory, but the practice was tripping me up. I feel like the website will go a bit smoother...until I get the feedback...

Statistics WebQuest

     I am working on putting my webquest together. For this project, I have students exploring the concept of bias in research. I think that the internet is ripe with examples of statistical findings and students will have many options for this exploration. However, as I am working through this process, I find myself thinking about how to use webquests for math classes in general. It is much easier to find tasks for students online for statistics due to its heavy contextual nature. Precalculus (the other class I teach) would be a bit more difficult to use this idea for two reasons. First, the math has notation that poses in barrier to computer applications because it does not translate well onto the keyboard. Sure there are equation editors and math languages such as LaTeX, but those are either awkward or require special training. The other barrier to math webquests is the nature of the math itself. I work extensively with students on real world scenarios and application. For these purposes the web could be useful, but for the mathematical process itself, it would be bait more difficult.
     Even as I write this, I am thinking of how a web quest could be used to introduce a new topic or summarize findings from an in class unit. To those ends, webquests can work quite well. I suppose, while the notation still poses a problem, the internet can be used to supplement the raw equations with some authentic meaning.
     I must say that this was quite bizarre. I started this blog intending to say one thing and end up saying something quite different. Interesting...

-Michael Coury

Blogging: Statistical Style

     So this is my very first blog, like so many of my classmates, and I must also admit that it feels a bit strange. I have never been one for journaling as I could never get used to sitting a writing to myself for any length of time, especially on a regular basis. So I suppose that the mandatory nature of these blogs may in fact help me to overcome that hurdle. Now if I could get used to the public nature of the blog then I would be set.
     Being a high school math teacher, having writing as a regular component of the course does not come naturally. However, as much of the research and new standards would have, writing is increasingly important in the math classroom. Next school year, I will be teaching a new statistics course. Statistics requires much reading and writing due to its contextual nature. Students must not only interpret and analyze data, but they must also make sense of conclusions and report on them in cogent writing. That being said, I can see blogging as a way for students to practice their response skills in a open forum. This open forum can then be accessed by other members of the class. In this ways students get an opportunity to critique another's work and think on a higher level. The student also receives the benefit of having multiple opinions on how his or her work excels or could be improved.
    Whenever I open up the forum in my classes, as I have done similar things in the past, I make it a practice to enact a code of conduct. In order for anyone to benefit from instruction, he or she must feel safe in the learning environment, free from ridicule, derision, and embarrassment. Therefore, I work with students early in the year on how to critique another's work in a way that benefits all parties. I see blogging as a mere change of medium and one for the better. However, as Dr. Ingram's "Nettiquete" piece describes, online interactions must be managed with care. I believe students can benefit from this type of medium, but care must be taken early on to ensure that it is beneficial for everyone in a safe and productive way.

Well, that's all for now,

Michael Coury