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Teaching statistics: what I have learned (so far )

Teaching statistics: what I have learned (so far ). John Reidy Sheffield Hallam University j.g.reidy@shu.ac.uk. Co-sponsored by: Scottish Universities Psychology Postgraduates Research Training (S.U.P.PO.R.T . ). Scotland. Overview. About me Some activities What I do

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Teaching statistics: what I have learned (so far )

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  1. Teaching statistics: what I have learned (so far) John Reidy Sheffield Hallam University j.g.reidy@shu.ac.uk Co-sponsored by: Scottish Universities Psychology Postgraduates Research Training (S.U.P.PO.R.T.) Scotland

  2. Overview • About me • Some activities • What I do • Some more activities • Some advice

  3. My background • Degree from PEL • PhD from Birkbeck College 1994 • Teaching at UEL (1995-1999) • Taught 1st & 2nd year stats / RM • Stats without maths • Teaching at Hallam since 1999 • Teach stats /RM at all levels

  4. Activity • Think about the way you were taught statistics / RM • What worked well for you & your peers? • What didn’t work? • Discuss for 10 minutes with people around you • Record you thoughts on sheets of paper

  5. Feedback from the activity

  6. My own learning experience • Felt confident • A-level maths • Hand calculations • No SPSS • Did well & enjoyed it • But didn’t have a deep understanding

  7. Activity “If I had only one day left to live, I would live it in my statistics class:it would seem so much longer” • What are the major challenges in teaching statistics? • Discuss this for 10 mins

  8. Feedback from the activity

  9. Philosophy for my teaching of stats • No formulae • No hand calculations • Supportive • Active

  10. What we do at Hallam • Spend time on the basics • Start with SPSS early • Assess use of SPSS • Peer review of laboratory reports • Lots of hands-on exercises • Provide links to other learning • Screencasts

  11. Spend time on basics • A module devoted to descriptives • Including correlations • Thorough overview of NHST • Underlying concepts • Criticisms • Confidence intervals • Sampling error

  12. SPSS • The hardest thing for students • They struggle with this part of the course • We introduce SPSS in first week • Give them plenty of practice through exercises • Test them

  13. Peer review • Get them to look at each others reports • Provide feedback • The feedback is not the important bit though • Get’s them thinking critically about what is required in a report

  14. MCQs • Introduced in last couple of years • Students generate MCQs • Posted on Blackboard • I provide feedback • Why?

  15. Examples

  16. Links with other learning • Ensure that the lab exercises link to learning in other modules • E.g. memory study carried out when they are covering memory in a cognitive module

  17. Activity • Discuss with those near you the techniques you have already used in teaching stats / RM • How well did these work do you think?

  18. Feedback from the activity

  19. My Advice • BBWVPRL • Be patient • Be empathic • Work with your strengths • Variety • Prepare well • Reflect often • Look at resources available to you e.g. HEA Psychology Network

  20. Thank you • Please do not hesitate to contact me if you have any questions: • j.g.reidy@shu.ac.uk Co-sponsored by: Scottish Universities Psychology Postgraduates Research Training (S.U.P.PO.R.T.) Scotland

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