EdTech 503 Final ID Project

AP Statistics
Instructional Design Project

Picture courtesy of Terry Herrera

Angie Kruzich
EdTech 503: Instructional Design
Boise State University
August 4, 2013

2 | E d T e c h 5 0 3 : I n s t r u c t i o n a l D e s i g n P r o j e c t

Table of Contents
Reflection Paper 3

Part 1. Topic 5
1a. Goal Statement 5
1b. Audience Description 5
1c. Rationale 5
Part 2. Analysis Report 7
2a. Description of the Need 7
2a1. Needs Assessment Survey 7
2a2. Needs Assessment Data 8
2b. Description of the Learning Context 11
2b1. Learning Context Description 11
2b2. Transfer Context Description 12
2c. Description of Learners 12
2d. Task Analysis Flowchart 14
Part 3. Planning 15
3a. List of Instructional Objectives 15
3b. Objectives Matrix Tables 15
3c. ARCS Table 18
Part 4. Instructor Guide 20

Part 5. Learner Content 25
5a. Learning Materials 25
5b. Assessment Materials 26
5c. Technology Tool Rationale 27
Part 6. Formative Evaluation Plan 28
6a. Expert Review Plan 28
6b. One-to-One Review Plan 28
6c. Small Group Evaluation Plan 29
6d. Field Trial Plan 29
Part 7. Formative Evaluation Report 30
7a. Evaluation Survey 30
7b. Expert Review Report 31
7c. Designers Response to Review 31
Part 8. AECT Standards Grid 32

Appendix 38
References 38


Reflection
Building a house takes a lot of careful planning. Planning that originates from the first
vision of the house, to the blueprints, the construction and in the end, the final touches.
From start to finish, it takes a network of people with different specialized skills to put
together certain aspects of the house. The cement specialist, the framers, the roofers,
siding experts, drywall installers, electricians, plumbers, painters, are just some of the
professionals that help put all the pieces together to build a solid home.
Most important is the general contractor that oversees the entire process. The general
contractor must organize when all these experts will be on site to contribute their
individual portion of the overall build. The timing and order in which everyone completes
their portion is vital; the painter certainly shouldn't show up before the framing, drywall
and siding is done! The general contractor must hold meetings and plan the entire
process from start to finish.
Likewise, an Instructional Designer (ID) plays a similar role as a general contractor. An
ID will work with various departments and their subject matter experts to design the
venue in which course materials are delivered to students. An ID will also evaluate the
needs of each department and make suggestions on which methods of delivery of
material would be appropriate for each department. An Instructional Designer must
facilitate the training of various faculty members as needed. They also analyze current
programs, their effectiveness and delivery system and modify the current program to
improve it for both faculty and students. Just like the general contractor's role, an ID
must over see the project from start to finish, holding meetings with experts to put all the
pieces together to plan for a solid course from start to finish.
This type of planning done by an ID where you are being very detailed, organized and
deliberate when preparing an educational course, I have experienced several times
over the span of twenty years of teaching mathematics. There is one particular course
that I have planned that is significantly similar to this type of structured development; AP
Calculus BC.
Ten years ago I began teaching AP Calculus BC at my current high school where the
course had not yet been taught. The circumstances were not ideal as I was the only
person teaching the course and was hired to do so after the summer AP trainings had
occurred. So the first year I was on my own, designing and planning every aspect of the
course solo. I was the ID, subject matter expert (SME) and all planning committee
members all rolled into one person. Unfortunately, this is typical in the teaching
profession. Teachers are with students almost the entire work day, so they have little to
no time to meet with other teachers who may be teaching the same specialized topics at

other schools. Honestly, teachers barely have enough time to say hello to their peers in
neighboring classrooms.
Currently, I am charged with a similar situation, to plan and design another new course
at our high school; AP Statistics. This course is scheduled to start in September 2013.
Another resemblance that starting AP Stats has with my start up of AP Calc BC, is that
only one other person in my school district teaches AP Stats. Once again I will be the
ID, SME (debatable) and all planning committee members all rolled into one person.
However, starting a new AP Statistics class in 2013 has a distinct advantage,
technological access and ability are greatly improved, even from just 4 years ago. By
starting this course now, it is a perfect time to begin this course as a Web-Supported
Instruction (WSI) course. A WSI course is a blended course, one that has students learn
content both on-line and in a classroom environment.

The high school where I will be teaching this class is on an eight period schedule. There
have been concerns in the past that students are not receiving enough contact time in
the classroom compared to students on a traditional six period schedule. Although the
school's test scores do not show lack of teaching or learning, but instead demonstrate
the opposite; this particular high school out scores most schools that fall under similar
demographics.

There are many reasons this could be happening. However, an innovative way to
further support students to be successful on an eight period block is to offer more WSI
type courses. This time, I am at advantage by being the ID person to plan a course
while also pursuing a Master's in Educational Technology. The AP Stats course can
immediately begin by integrating technology into the natural flow of the class rather than
technology being added in small pieces.

There are several advantages I foresee for students as I plan a WSI course for AP
Stats. Students can refer to teaching material anytime. If a student needs to review any
lesson, like a video or power point presentation for example, they can access the lesson
at any time. They can review instructional material, submit homework or quizzes, or due
dates anytime and as many times as they need to successfully retain the knowledge.
Furthermore, by using an ID type process, I can carefully and deliberately plan the AP
Stats WSI class such that more contact time is involved in the student learning process.
By using an appropriate Learning Management System (LMS), such as Moodle, it will
be simple to produce statistics that show increased student instructional time.


Part 1. Topic
1a. Goal Statement
After two to three hours researching using the internet and the assigned textbook,
students will be able to interpret distributions of univariate data from both graphical and
numerical displays.
1b. Audience Description
The learners of this ID project will be high school students, grades 10-12 and possible
9, who have already completed an Algebra 2 math course math and are currently
enrolled to begin AP Statistics.
1c. Rationale
There has been much discussion among students, parents, administrators and math
teachers over the course of several years where these stakeholders wanted to offer AP
Statistics at Liberty High School (LHS). Several students have taken AP Statistics as an
online, Web-Based Instruction (WBI), course. However, the feedback from these
students, even the high achieving students, has been that AP Statistics is not a good
choice for a WBI course. It was believed that Liberty High School did not have the
student population numbers or teachers available to offer yet one more different math
class. It was also believed that the course would only have 1-5 students enrolled
because students would not take the course until after they had completed their
calculus series.

The reality is Liberty High School would still not be offering statistics if it wasnt offered a
grant sponsored by Google, the College Board and DonorsChoose.org to pay for some
start up costs to begin an AP Statistics class. Who can turn down a grant that is offered
to you? With this grant, Liberty will begin offering AP Statistics in the fall of 2013.

The grant was given to 500 high schools around the nation in order to increase diversity
in STEM related courses. In Libertys particular case, the diversity group to increase
enrollment involves the female population of the high school. Enrollment by female
students in STEM related courses continues to be a lower percentage rate than the
number of females at LHS qualified to learn and successfully complete an AP exam for
a STEM related subject. Qualification was based upon PSAT scores and prediction of
student potential based on scores during sophomore year. The PSAT scores have
indicated that the number of females continuing on to STEM related courses and taking
the AP Exam in these courses has been historically a lower percentage than the
percent of actual qualified females.

There are numerous benefits in offering the new AP Statistics course. This course gives
students an alternative math class that has strong connections to the real world.

Statistics is also a highly required course for many college majors. This is an elective
course as well, so students taking this class are there because they want to be enrolled.
This should provide a positive atmosphere for all the students in the course. AP
Statistics will give students another way to earn college credit at the high school level.
With the rising costs of college tuition, this is significant for many families trying to figure
out how to pay for college. Finally, these students will have an opportunity to complete a
college level course by at a high school pace. This strongly improves retention of the
material over the long run.

The nature of the class to involve activities, research and data analysis leads to a more
generative instructional approach. Although at times, some supplantive type of
instruction will be required to clarify more complex statistics topics. I envision this class
to be about 70% generative instruction and 30% supplantive instruction.

To be more specific, Problem-Solving Instruction will be highly used in a course like
statistics. Problem-solving is when a student can use previously learned knowledge,
concepts, procedures, and/or principles and apply their use in a new situation to
determine a solution. Smith clarifies however, that problem solving is a specialized skill
within a domain rather than a generalized skill that applies across a variety of content
areas (Smith, 2005). Because statistics involves basic mathematical knowledge,
application of concepts, learning new procedures and applying these procedures in new
situations, the problem-solving instruction aligns perfectly.


Part 2. Analysis Report
2a. Description of the Need
2a1. Needs Assessment Survey
The following list of questions were submitted as a survey through Survey Monkey at
this link: https://www.surveymonkey.com/s/JJ3ZPKK

These questions help to analyze the amount of pre-teaching time in the first Module of
the course. This survey covers the basic skills all students should have when beginning
the AP Statistics course as well as student motivational levels. In order to have all
students ready for the course, some of these topics may need to be reviewed when
survey results show a need.

1. Do you understand how to calculate the mean of data?
2. Do you understand how to calculate the mode of data?
3. Do you understand how to calculate the median of data?
4. Do you understand how to calculate the standard deviation of data?
5. Do you understand how to calculate the z-score of data?

In the 2013 NBA Finals, Miami Heat scored the following points in the seven game
series to win the championship:
88, 103, 77, 109, 104, 103 and 95.
6. Calculate the mean.
7. Calculate the mode.
8. Calculate the median.
9. Calculate the standard deviation.
10. Calculate the z-score for game #2, 103 points.

11. Do you have a computer at home?
12. Do you feel comfortable using a computer?
13. Do you have internet access at home?
14. Do you feel comfortable using the internet?
15. Can you easily learn to use new websites on the computer?
16. Do you have Microsoft Excel at home?
17. Can you stream videos at home, like YouTube, AuthorStream, Prezi?
18. Do you prefer to do your homework on the computer or using paper and pencil?
19. For this class, how often would you commit to doing homework per week? Two
hours, three hours or 4 hours?

20. Are you excited about taking AP Statistics?
A. Super Excited
B. I'm Excited
C. My mom/dad is making me take this class!

21. Do you plan to take the AP Exam for Statistics?
22. Do you have a Smartphone?
23. Do you have a tablet?
24. If you don't have a computer at home, would you be interested in getting one for
home that is no longer used by the school district?

2a2. Needs Assessment Data
In general the results for the following survey questions were at 100% or close to it.
Most students already understand how to calculate mean, median and mode. Although
their confidence level is higher than their actual calculations as shown in the follow up
questions where mean, median and mode were asked to be actually calculated. Any
misunderstandings can easily clarified during instruction through review videos and as
these concepts are used within other statistics topics.

Open graphs questions 6-8

It appears as though access to the technology necessary to complete class
requirements online is not an issue. Either 100%, or close to 100% of the students
surveyed responded have a computer, with excel, internet access and streaming
abilities. They also responded they are confident in using the internet and exploring new
websites.

Open graphs for question 11, 13, 16.


When analyzing the responses regarding
homework delivery method. I am happy to
see those results being very mixed. I think
students will enjoy being able to submit
homework online mixed with paper and
pencil. After the first unit in the course, it
would be good to survey this question
again to see if a larger majority appears in
any of the choices.

I must admit that the question about how much time students are willing to spend on
homework was a bit biased. Since I have not taught the class before, I am not sure how
much time will actually be required to complete the homework. I am hoping that a
maximum of two hours per week will be
necessary. But I wanted to see how much
time students were willing to commit.
These results were a pleasant surprise,
because the amount of homework when a
project is due may be higher than two
hours in a week. This is another question to
survey again later in the school year. An
additional survey about half way through
the year and again at the end of the year
would be appropriate to determine the
actual amount of time students spend on
homework for AP Statistics.

Because this is an elective course the positive results for motivation level to take the
course and the AP Stats exam, are not surprising. The majority of students appear to be
happy about taking this class and having the opportunity to take the AP Exam to earn
college credit. Furthermore, several students have been advocating for an on campus
AP Statistics course at LHS for many years. For those students that have concerns
about the money to take the exam, there are scholarship options offered by LHS and
the college board. Those students can be directed to the school's AP coordinator to find
out if they qualify for payment assistance.

Open graph for question 18

Open graphs for question 20 and 21

The question to students having a Smartphone or a tablet, really isn't about if they have
these items at home. These questions will help me analyze whether or not there are
enough students in the class to help other students use these type of electronic devices.
It also helps me determine if there are enough phones in class such that when students
must complete a group activity, the likely hood that the group has access to a smart
phone is significantly high. In the long run, I hope to have a classroom set of tablets for
students when they attend class on campus.

Open graph for question 22 and 23


2b. Description of the Learning Context
2b1. Learning Context
As stated previously, I plan to design the brand new AP Stats course as a blended
course. Because the course is brand new, this is a premium opportunity to fit the AP
Stats curriculum, as outlined by the College Board, into a blended environment rather
than trying to take existing curriculum and change it function online after the fact. When
school was dismissed for the summer last June, enrollment was at 53 students and two
sections were designated for AP Statistics.
The designated curriculum is guided by the College Board, but decisions about the
textbook to be used will be decided by the instructor during the summer prior to the
class initiation in September 2013. After student input, the text that will be used and is in
the ordering process is The Practice of Statistics by Starnes, Yates and Moore. This
appears to be a very student centered textbook that is less wordy than other texts
considered. A second book to be issued with the course is an AP Statistics Preparation
book by Barron's. Both books will be purchased by the school district, loaned to
students in September and returned in May or June.
To access material outside of class, the format to be used is Moodle as my school
district is already using this LMS as its online course management system. In order for
Moodle, or any online component, to be successful students will need access to a
computer, with internet access, outside of class. Additionally, the computer needs to be
able to play videos, have Microsoft Excel for data, students need an email account, and
students need to be comfortable using the internet and exploring new websites and
applications. All of this is addressed in the survey.
While students are in the classroom, it would be ideal for them to use that time to work
together, gathering and analyzing data for various projects. Additionally, the idea of
having AP Stats be a project based class is emphasized in the College Board
Curriculum. Therefore, I am planning to write some grants (already have one from
Google) to fund a classroom set of tablets. In the meantime, the class will be signed up
for the computer lab as much as possible. Other standard equipment available in every
classroom is a presentation computer connected to a document camera and a projector
with surround sound. All of this equipment should be sufficient to handle teacher and
student presentations.


2b2. Transfer Context Description
Being a math teacher, you are always presented with the question, 'When will we ever
use this?' Because math is a building topic, many times the answer is that students
need the topic of the day to succeed in a higher level math class. Then when students
obtain the skills in calculus, you can finally answer many of those application questions.
However, using calculus in professions may receive excellent starting salaries, but is
still fairly limiting across professions.
Statistics however, applies across a wider variety of professions. Whereas high level
mathematics will mostly apply to business majors, engineers, research scientists,
actuaries and of course math teachers, statistics will be used in those professions as
well as a wider range of business positions, clinical trials, marketing, psychology,
computer science, finance, insurance companies, project management, analyst
positions, communications, professional sports and product production. Statistics is the
science of making effective use of numerical data. In summary, statistic skills are
needed in any profession that seeks self-improvement based on data that can be
collected to see how things are performing now. The data can help you determine
where improvements can be made.
One thing to watch out for in statistics however, is misleading statistics. Dilbert summed
this up well:

Picture courtesy of Scott Adams
2c. Description of Learners

The new AP Stats course at LHS is blended in more than one way, as AP Stats will
have students present that are enrolled in Pre-Calculus, a first year of Calculus, a
second year of Calculus or have completed LHS Calculus altogether. Since AP Stats
requires use of many mathematical techniques, and has students enrolled who are
connected to four different levels of math courses, I believe it is imperative to use the

needs assessment survey that analyzes how much they already know about basic
statistic skills.
Did students retain the basic statistics that was taught in the middle school curriculum?
Do all the students remember standard deviation, z-scores, and sigma notation as was
covered by the Algebra 2 curriculum? How much do they remember? Based on the
year-to-year results, I can determine where to start in the curriculum. Do I need to start
with mean, median or mode or somewhere further into the curriculum? The needs
assessment survey analyzed this data nicely for the 2013 incoming students.
As shown in the graphs below, it appears that even though students have been taught
how to calculate standard deviation and z-score as shown in student confidence levels,
they will need to be reviewed concepts because their answers do not show the same
accuracy. The correct standard deviation answer was 11.180 and for z-score the
answer was 0.536.

The most important question to ask however is, do
students have access to a computer at home and if
they do, do they have internet access? Although
most of our student population does own computers
and have internet, not all students do. To avoid a
digital divide situation, students without access will
need assistance. The last survey question will help
me determine how many students need help
accessing a computer. There are computers the
school district excesses to families in the district at
very minimal costs. Also, the school offers after
school computer lab access Monday through
Thursday for those students that need computer
access or students that need to meet in groups to
complete an assignment.
Open graphs for questions 9 and 10

2d. Task Analysis Flowchart
This flowchart describes the process to create a graphical representation of univariate
numerical data, a box-and-whisker plot. Placing data in this type of graph helps a
student see patterns in the data. If two box-and-whisker plots are used, then students
can more easily compare data sets.

Open Flowchart

Prerequisite Skills

Open Prerequisite Skills Flowchart


Part 3. Planning
3a. List of Instructional Objectives
For this particular ID project, the objectives focus on skills that must be acquired in
order to be successful throughout the rest of AP Statistics.

1. Student will be able to (SWBAT) locate a minimum.
2. SWBAT identify a lower quartile.
3. SWBAT identify a median given an odd number of data.
4. SWBAT calculate a median given an even number of data.
5. SWBAT identify an upper quartile.
6. SWBAT locate a maximum.
7. SWBAT draw a number line with tick marks.
8. SWBAT label a number line with integers.
9. SWBAT create a box-and-whisker plot using paper and pencil.
10. SWBAT determine the spread of data by comparing two box-and-whisker plots.
11. SWBAT create a box-plot of univariate data on their graphing calculators.
12. SWBAT create a box-plot of univariate data on excel.
13. SWBAT locate data on the internet and create a box-plot of univariate data in a
format of their choosing; by hand, on the graphing calculator or on excel.

3b. Objectives Matrix Table
This matrix describes more details of each objective by stating its classification in
Bloom's taxonomy, the formatting of the assessment to be used (Paper/Pencil vs.
Performance) as well as the specific type of assessment question and an assessment
example.
Learning
Objectives
(a)
Blooms
Taxonomy
Classification
(b)
Format of
Assessment
(c)
Description
of Test
Form
(d)
Sample Items
(e)
1.0 Understanding Paper
and
Pencil
Completion In the 2013 NBA Finals,
Miami Heat scored the
following points in the seven
game series to win the
championship: 88, 103, 77,
109, 104, 103 and 95.
Whereas the San Antonio
Spurs scored 92, 84, 113,
93, 114, 100, and 88.

Locate the minimums for
each team. The minimum
for Miami is __ and the min
for San Antonio is _____.
and
Pencil

Short
Answer
Identify the lower quartile for
each team.
and
Pencil
Multiple
Choice
Identify the medians for
Miami and San Antonio.
(A) Miami = 95 San Antonio
= 92
(B) Miami = 96.6 San
Antonio = 97.7
(C) Miami = 103 San
Antonio = 92
(D) Miami = 103 San
Antonio = 93
4.0 Applying Paper
and
Pencil
Multiple
Choice
If the teams had played an
eighth game where Miami
scored 101, then calculate
the median for Miami with
eight game scores: 88, 103,
77, 109, 104, 103, 95 and
101.
(A) 100
(B) 101
(C) 102
(D) 103
and
Pencil
Short
Answer
Identify the upper quartile
for each team.
and
Pencil
Completion For the seven games
played in the finals, locate
the maximums for each
team.
The maximum score for
Miami is _____ and the
maximum for San Antonio is
_____.
7.0 Applying Performance Observation Draw a number line with
evenly spaced tick marks.


8.0 Applying Performance Open-Ended Label this number line with
integers that maintain
equivalent value between
numbers.
9.0 Creating Performance Simulation Create a box-and-whisker
plot for each team.

10.0 Analyzing Performance Essay Calculate the mean for each
team. Using any measure of
central tendency, (mean,
median or mode) and the
two box-and-whisker plots,
compare and contrast the
data results for each team.
Does your appraisal support
or not support the fact that
Miami Heat won the 2013
NBA Championship? Use
any of the above data as
well as your Box-and-
Whisker Plots to examine
your winner.


3c. ARCS Table
Attention
A1. Perceptual Arousal - Begin class with a YouTube video on the Seattle Mariners
baseball team, as the data students will be analyzing are Mariner batting averages. This
video of Mariner commercial bloopers may interest more students than just the kids
interested in sports.

A2. Inquiry Arousal - Fortunately the AP Statistics class is a high school elective class.
However, that does not mean all students want to be there every day. so to get students
interested in making the box plot for the Mariner stats, show two more videos on how to
make a box plot on the graphing calculator, then show a video about how to make a box
plot on excel. Additionally, although not necessarily exciting, this is a good location to
discuss objectives for the topic.

A3. Variability - Students will be exploring multiple types of graphs on multiple venues.
For example, once they have a box-and-whisker plot designed by hand, then they can
explore how to make a box plot on the graphing calculator. Then students follow up by
creating a box plot on an excel spreadsheet. Also, students can research for their own
data, and build box plots for it.

Relevance
R1. Goal Orientation - The pre-assessment survey conducted on Survey Monkey at
the beginning of the course will help to identify the ability levels of the students. Once
ability level is known by the instructor, this will assist in determining how much teaching
needs to occur before students can successfully create box plots. Once box plots can
be created then the comparison phase can begin.

R2. Motive Matching - When students are researching for their own data to create a
box plot, this would be a good time to discuss choosing appropriate subject matter for
statistics class.

R3. Familiarity - Having students to research for their own data to design a box plot will
allow students to naturally choose data on topics they would prefer to discuss. Perhaps
topics chosen by students may inspire some class discussion on certain controversial
topics that would be appropriate to discuss in class.


Confidence
C1. Learning Requirements - The instructor can assist in building a positive
expectation for success by frequently checking in with students during intermediate
steps. This can help in two ways. First, if a student is on the right track, the instructor
can tell them sooner than later, when the final product is complete. Second, if the
instructor checks in to see the progression of work thus far, and at an early stage sees a
flaw in the work, then the student can be corrected and placed back on track for the final
product.
C2. Success Opportunities - Similar to learning requirements, success opportunities
can be found during the intermediate stages of an assignment, activity or project.
Positive reinforcement of correct progress at stages earlier than the final product can
help a student gain confidence knowing they are on the right path. Continual
reinforcement during early stages of progress can help students believe in their own
competence.
C3. Personal Control - The creation of ones own work, a performance based
assessment, using technology clearly produces a product that either functions properly
or doesnt. Students will be able to quickly ascertain their own personal success when
the technological result works correctly.
Satisfaction
S1. Natural Consequences - As the statistics class advances through the school year,
multiple opportunities will arise where students can start researching their own data
based on their personal preferences. As new graph techniques are introduced, students
can find their own data on the internet and build these new style of graphs using their
own data.
S2. Positive Consequences - Both instructor and student feedback are a possibility
here. As mentioned before, the instructor can create multiple opportunities during
different phases of student work to provide positive feedback. However, further along in
a project, student-to-student feedback is also possible. Since this statistics class is
blended, there can be opportunities both in class and online for some peer review. In
class, students could write information on note cards with explicit instructions to write
only positives, or perhaps they could be instructed to write two positives and one area to
improve. Likewise, this could occur online in a discussion forum.
S3. Equity - To maintain equity among students and the expectations of students, a
modeling approach can be used. The instructor can model a successful box plot
example and comparison analysis. Or perhaps previous student examples could be
modeled. Both of these techniques frequently results in superior future assignments or
projects outcomes.


Part 4. Instructor Guide
Introduction
Gaining Student Attention
Begin class by showing a Mariners TV commercial followed by the Mariner commercial
bloopers from when the team was making the team commercials.

Establish Purpose
This statement can be made by the instructor, Today in class we will be studying box-
and-whisker plots (box plots) using batting average data from the Seattle Mariners. This
data was collected on July 15th during the 2013 season. For some of you this will be
review. For some of you this may seem new. For other students some of what we do
today will be both review and new. Once we establish the correct process to create a
box-plot, then we can begin analyzing statistical data in a meaningful graphical and
numerical way. In future classes, we will explore and build other types of graphs to
analyze data.

Activity Overview
Let students know that by the end of this class/activity they will have created a box plot
in multiple venues. They will draw a box plot by hand, create one on the graphing
calculator and then make one on excel. However, before the class creates a box plot,
each technique will be demonstrated via YouTube.

Motivate Student Interest
Then add this statement. After we have completed the three main ways to create box
plots, in pairs, you will locate data on the internet that you would like to investigate. You
and the partner of your choice will create a box-plot of univariate data in a format of your
choosing; by hand, on the graphing calculator or on excel. You will need to present your
results and establish why you chose the data you did. Finally, you will need to choose
data in which you can demonstrate a comparison to other similar data.


Body
Stimulate Recall of Prior Knowledge
Many students may have studied how to create a box plot by hand from prior classes.
However not many, if any, have studied how to create a box plot on a graphing
calculator or excel. To recall prior knowledge, begin this lesson with the next YouTube
video that demonstrates creating a box plot by hand.

Presentation of Information and Examples
It is intended that this portion of the blended AP Statistics course would be presented on
campus, in the classroom. Thus far, the introductory information could be presented
online or more likely, in the classroom.

1. After the review video, students should take the Mariners data on batting averages
and create their own box plot. Here is the data to use: 333, 293, 280, 279, 272, 268,
267, 267, 251, 246, 230, 225, 214, 208, 205, 196, 195, 192, 184 and 174. You may
present the data in order to save time.

2. Next, show the video example on how to create a box plot on the graphing calculator.
Once the video is complete, students should use the same steps as shown in the video
to create a box plot on the graphing calculator for the Mariners batting averages.

3. Finally show the video example on how to create a box plot on excel. Once the video
is complete, students should use the same steps as shown in the video to create a box
plot using excel for the Mariners batting averages.

Focus Attention
As different students complete the tasks in the classroom, their results could be
displayed under the classroom document camera. Please choose a different student for
each of the three techniques such that all students become interested in being the next
display. Especially demo more than one box plot for a particular technique if students
selected different strategies to determine the graph.

Employ Learning Strategies
At any point during the lesson, ask students how they plan to remember the different
techniques to create a box plot. Although, creating a box plot by hand by be simply for
them now, the process to follow to create a box plot on excel is more complex and new.
Recommend that students access the video at home and/or write down the critical steps
they are having troubles remembering in such a short period of learning time.


Provide Guided Practice
It is during this time that students can refer back to the videos and/or their notes on how
to complete the three box plot techniques. Additionally, this portion of the lesson could
be completely either in the classroom or as part of the online component of the course.

1. Practicing Box Plots by hand. Refer students to Khan Academy. Here they can
quickly create box plots by locating the median and quartiles, etc. This webpage will
provide examples, hints and another video if students need more assistance.

2. Practicing Box Plots on the graphing calculator. Students can go to this video link and
use the data in the video to practice on their own. They can enter the data, pause the
video, create the box plot on their calculator, then play the video to see if they were
correct!

3. Practicing Box Plots on excel. Here is another video link so that students can try an
excel example outside of the classroom but still have some guidance. Like above,
students can enter the data, pause the video, create the box plot on excel, then play the
video to see if they have the same results.

4. This is an additional example students should create a box plot on both the graphing
calculator and excel. This data includes the 29 measurements made of Earths density
by Henry Cavendish in 1798:
5.50 5.30 5.47 5.10 5.29 5.65
5.55 5.61 5.75 5.63 5.27 5.44
5.57 5.36 4.88 5.86 5.34 5.39
5.34 5.53 5.29 4.07 5.85 5.46
5.42 5.79 5.62 5.58 5.26
(Starnes, 2011)

5. Finally, in pairs, students will locate data on the internet that you would like to
investigate. Students and their chosen partner will create a box-plot of univariate data in
a format of their choosing; by hand, on the graphing calculator or on excel. They will
need to present the results online, in the course LMS, and establish why they chose the
data they did. Finally, they will need to choose data in which you can demonstrate a
comparison to other similar data.


Providing Feedback
This should begin as early as the presentation of information and examples, continue
through provide guided practice, assess learning and remediation. As mentioned in
the ARCS table, the instructor can create multiple opportunities during the
aforementioned phases of student work. The instructor should provide positive feedback
when the work is correctly completed and give correction information if student work has
gone astray. Likewise, student-to-student feedback is also possible. Since this statistics
class is blended, there can be opportunities both in class and online for some peer
review. In class, students should write information on notecards with explicit instructions
to write only positives, or perhaps they could be instructed to write two positives and
one area to improve. Likewise, this could occur online in a discussion forum. The
instructor should make the decision on where peer review feedback occurs. However, it
may be most appropriate as a discussion forum if students also post their projects
online.


Conclusion
Summary
Two summaries should occur for this instruction. Summarize at the end of the
classroom meeting and summarize again online. Before students leave the classroom
have students summarize some of the more difficult steps to remember for the box plot
techniques. Also clarify the online follow up for this lesson. Number four and five from
the guided practice can be accomplished online. Individual students can present their
practice number four as an assignment. Additionally, students can present their team
results in an online discussion forum. Then each student can peer review the work of
three other teams.

Transfer Learning
Next students will be analyzing data using histograms for univariate data. But then they
will move forward to bivariate data and how to display such data using scatter plots and
line graphs. Students will again need to know how to create these types of graphs on
both the graphing calculator and on excel.

Re-motivate and Close
Let students know they can present their team results in an online discussion forum.
Then each student can peer review the work of three other teams. Also let students
know that being able to develop these graphs quickly, using technology, will be
essential so that students can get to the data analysis stage expediently. Students need
to be fluent with their graphing calculators for the AP Statistics Exam.

Assess Learning
After students have had several opportunities to practice their box plot techniques then
it will time to assess their skills. Practice number four, submitted as an assignment,
should be formally assessed at 10 points. An assessment of practice number 5, the
project in pairs, should occur as well, and be awarded up to 25 points. Once students
have had a chance to reflect on their practice work, make any corrections to their
process, and practice some remediation as necessary, then students can expect these
type of questions on a midterm.

Remediation Options
The instructor can reference struggling students to the website Khan Academy. This
website can help students practice making some more box plots. Also the website
Quizlet, can help students practice the vocabulary associated with box plots.


Part 5. Learner Content
5a. Learning Materials
The instructor may use any or all of these questions as items during the activity in
addition to any of the learning materials within the instructor guide.
1. In the 2013 NBA Finals, Miami Heat scored the following points in the seven game
series to win the championship: 88, 103, 77, 109, 104, 103 and 95. Whereas the San
Antonio Spurs scored 92, 84, 113, 93, 114, 100, and 88.
Locate the minimums for each team. The minimum for Miami is __ and the min for San
Antonio is _____.
2. Identify the lower quartile for each team.
3. Identify the medians for Miami and San Antonio.
(A) Miami = 95 San Antonio = 92
(B) Miami = 96.6 San Antonio = 97.7
(C) Miami = 103 San Antonio = 92
(D) Miami = 103 San Antonio = 93
4. If the teams had played an eighth game where Miami scored 101, then calculate the
median for Miami with eight game scores: 88, 103, 77, 109, 104, 103, 95 and 101.
(A) 100
(B) 101
(C) 102
(D) 103
5. Identify the upper quartile for each team.
6. For the seven games played in the finals, locate the maximums for each team.
The maximum score for Miami is _____ and the maximum for San Antonio is _____.
7. Draw a number line with evenly spaced tick marks.
8. Label this number line with integers that maintain equivalent value between numbers.
9. Create a box-and-whisker plot for each team. Do this using paper and pencil, then
using a graphing calculator and finally using excel.
10. Calculate the mean for each team. Using any measure of central tendency, (mean,
median or mode) and the two box-and-whisker plots, compare and contrast the data
results for each team. Does your appraisal support or not support the fact that Miami
Heat won the 2013 NBA Championship? Use any of the above data as well as your
Box-and-Whisker Plots to examine your winner.


5b. Formative and/or Summative Assessment Materials
Use the following data to assess student ability to create a box-and-whisker plot.

Courtesy of The Practice of Statistics (Starnes, 2011)
Have students create a box-and-whisker plot for women and/or men. Students should
do this using paper and pencil, then using a graphing calculator and finally using excel.


5c. Technology Tool Rationale
Tool Rationale
Paper and Pencil

It is important that students understand
the structure behind creating a box-
plot. By doing so, students better
understand how to read a box plot and
why different box-plot have different
stretch lengths.
Graphing Calculator

Once students have an understanding
of how a box-plot is made, they need to
more quickly evaluate box-plots. The
AP Statistics Exam is timed therefore q
quick evaluation process is a must. A
graphing calculator is the one piece of
technology allowed on the AP Exam.
Computer or Tablet with Internet Capabilities

Students will be more interested in
evaluating statistics if they have some
choice in the stats they evaluate. The
internet must be available for this
activity and later on many other
activities for the course such that
students can find their own data to
evaluate.
Computer or Tablet with Excel

Excel is a must for larger data sets.
Many data sets can be entered onto a
graphing calculator. But what about
data sets that contain 1000 pieces of
data or more? This is the time for an
excel spreadsheet to analyze the data.
So at the beginning of the AP Statistics
course it is important students learn
how to make graphs on excel with
smaller data they can analyze in other
ways such that they can determine if
the graph they create on excel is done
correctly. For later in the course,
students will then have the skill set to
correctly use excel to analyze large
sets of data that are downloaded from
physics class for example. When this
occurs, the graphing calculator will not
be the correct technological tool to
utilize.


Part 6. Formative Evaluation Plan
6a. Expert Review
The subject matter expert (SME) for this project is Sherilyn Skiba. Sheri was chosen
because she has been teaching AP Statistics for ten years at Eastlake High School in
Libertys neighboring school district, Lake Washington SD. Sheri had already been used
as a resource for Libertys start up AP Statistics Course to help determine which
textbook would be the best choice. Sheri Skiba was contacted on July 25, 2013 and
responded back almost immediately. The survey associated with the interview of the
SME can be found within section 7a.
6b. One-to-One Evaluation
This evaluation process involves testing out the project materials with several students
before the project is actually assigned to a complete classroom. During the one-to-one
evaluation process, there are specific things the designer is looking for such that the
project is improved before actual administration. The designer is mainly seeking
feedback regarding formatting and grammar errors. In addition, the designer needs
information about the flow of the project. The designer may wish to ask clarifying
questions of the student, thus there is designer and student interaction.

Inquiry about the following would be essential feedback from each student. To obtain
that feedback, the student would be presented with both a computer version and a
paper copy of the ID project such that they could write comments. Three or four
students would be chosen to complete the one-to-one evaluation process. Selection of
a variety of students would be ideal. Each student would be interviewed individually so
that previous student comments do not influence other student comments (Smith,
2005).

1. Identify any instructions that are not clear to follow such that you can obtain a
result without guidance.
2. Locate and identify any misspelled words.
3. Will these instructions lead you to designing a box plot without assistance? If not,
please indicate which step needs clarification.
4. If you need instructor assistance to make a box plot, at which point in the
instructions does this occur?
5. When looking at the visuals provided in the project, do you understand what they
all mean? Please list any visuals that do not appear relevant.
6. Please identify any links that do not go to the expected location.


6c. Small Group Evaluation
Throughout this evaluation stage of the ID project, the designer will have a small group
of students, or learners, attempt completion of the project. At this time, all revisions
should have been completed based upon the results of the one-to-one evaluation.
During the small group evaluation process, the designer should refrain from interacting
with the student evaluators. However, if none of the students in the group can make
sense of a step in the project, then the designer may clarify. Likewise the designer
should make note that the step in question needs revision (Smith, 2005).

During this evaluation process, four students would be selected for analysis of the AP
Stats ID project. Students would work in a group of four to see if they could complete
the activity while the designer observes and only interacts if no one in the group can
make sense of a particular instruction. At that time, students should be instructed to call
over the designer if no one in the group can determine the intention of the instructions.

For this particular AP Stats project, essential questions to refer to the students include:
1. Does the flowchart lead you to a box plot that you can make with paper and
pencil? If not, which steps are confusing?
2. Does the video for the calculator instructions lead you to a box plot result?
3. Does the video for the excel instructions lead you to a box plot result?
4. Which steps were unclear to more than one person in the group?
5. How should that instruction change to become more clear?
6. Did all students in the group have the skills necessary to complete the project? If
not, then what was the cause of the issue that didn't allow student completion?
6d. Field Trial
The field trial process is essential to determine if all revisions from the one-to-one and
small group evaluations were corrected to achieve a positive result. Throughout the field
trial, the designer should use a larger number of students to conduct the trial. At this
time the project should actually be presented in the environment where regular
instruction occurs (Smith, 2005).
3. Are all the students successful in all objective categories?
4. Does the video for the calculator instructions lead you to a box plot result?
5. Does the video for the excel instructions lead you to a box plot result?
6. How long did it take each student to complete the activity?
7. Is there anything the instructor noticed that need revision?
8. Please add any additional comments about this project.


Part 7. Formative Evaluation Report
7a. Evaluation Survey or Rubric
The questions were designed such that a yes response means the SME agrees with the
designer about that particular aspect of the project and determines success. The point
scale then determines ID Project success with a higher score. The SME will be asked to
rate each response on a scale of 1-5 as shown below.

1 no, I completely disagree
2 somewhat disagree
3 unsure
4 somewhat agree
5 yes, agreed

The following are the list of questions that were presented to the SME, Sheri Skiba.

1. Are these skills AP Statistic students need to have?
2. Are the examples and practice exercises relevant to this course?
3. Is the instruction provided sufficient for students to learn this topic in an online
venue?
4. Do you believe the instructional tools are consistent with how an AP Statistics
student can learn?

If you do not answer a 5 for any particular question, then can you please comment on
how improvement can be made?

Question Rating/Comments
1. Are these skills AP Statistic students need to have?

2. Are the examples and practice exercises relevant to
this course?

3. Is the instruction provided sufficient for students to
learn this topic in an online venue?

4. Do you believe the instructional tools are consistent
with how an AP Statistics student can learn?


7b. Expert Review Report
Question Rating/Comments
1. Are these skills AP
Statistic students need to
have?

4/ The actual creating of the graphical display is a very small
part of the purpose of this topic. The AP exam focuses much
more on the analysis. Box plots are particularly useful when
comparing two sets of data and are rarely used in isolation.
Often on the AP Exam students are actually given several box
plots and expected to be able to discuss and compare spread,
center, shape and outliers. They should be able to discuss in
detail what the quartiles represent and use that information to
compare sets of data. They should also know how to create a
modified box plot which clearly shows outliers. The Excel and
hand methods are enrichment activities as students will most
likely create the box plots with a calculator on the exam.
2. Are the examples and
practice exercises relevant
to this course?

4/ As noted in the comment above, the focus should not be on
the mechanics of creating the graphical display but on the
analysis. AP students are very quick to be able to create the
box plots with any of the methods, so I would suggest that you
use at least two sets of data such different seasons or different
teams so they focus on the important analysis skills. It is also
important for them to know when it is best to use box plots and
when a different graphical display would be more appropriate.
3. Is the instruction
provided sufficient for
students to learn this topic
in an online venue?
5
4. Do you believe the
instructional tools are
consistent with how an AP
Statistics student can
learn?
4\ I think spending this much time on mechanics isnt
necessary.
7c. Designer's Response of Review
Based on the above feedback from the SME, it is good to know that the Instructor Guide
was successful in clearly identifying the steps needed to complete the activity. The SME
review however, clearly noted that this much time on such a small aspect of the course
is not necessary. Moreover, it may not have been clear to the SME that this activity is
intended to occur at the beginning of the AP Statistics course as perhaps a pre-
assessment activity to prepare students for the statistics course. Another use of this
activity could be for remediation for any student that has not learned about box plots in
other courses or has forgotten how a box plot is created. Clear knowledge of the
creation and analysis of a box plot is necessary for future activities in AP Statistics such
that students use these ideas for statistical inference later in the course.

Part 8. AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications
and Technology (AECT), and used in the accreditation process established by the
National Council for Accreditation of Teacher Education (NCATE), are addressed to
some degree in this course. The numbers of the standards correspond to the numbers
next to the course tasks show on the list of assignments. Not all standards are
addressed explicitly through student work.

Assignments meeting standard in whole or
part
Standard 1: DESIGN
1.1 Instructional Systems Design
(ISD) X
ID Project
1.1.1 Analyzing X ID Project
1.1.2 Designing X ID Project
1.1.3 Developing X ID Project
1.1.4 Implementing X ID Project
1.1.5 Evaluating X Selected Discussion Forums; ID Project
1.2 Message Design
1.3 Instructional Strategies X ID Project
1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X ID Project
2.1 Print Technologies X Reading Quiz; ID Projects
2.2 Audiovisual Technologies
2.3 Computer-Based
Technologies X
(all assignments)
2.4 Integrated Technologies

Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations
3.3 Implementation and
Institutionalization X
ID Project
3.4 Policies and Regulations

Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management

Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 Criterion-Referenced
Measurement X
ID Project
5.3 Formative and Summative
Evaluation X
ID Project
5.4 Long-Range Planning
COURSE GOALS & OBJECTIVES
The overall goal for the course is for each student to consider and use the systematic
process of instructional design to create an instructional product. To achieve this goal,
students will engage in activities that promote reflective practice, emphasize realistic
contexts, and employ a number of communications technologies. Following the course,
students will be able to:

1. Discuss the historical development of the practice of instructional design with
regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to
their use

4. Compare and contrast the major elements of three theories of learning as they
relate to instructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice of instructional
design

8. Relate the design of instruction to the term educational (or instructional)
technology

9. Describe the major components of the instructional design process and the
functions of models in the design process


10. Provide a succinct summary of various learning contexts (declarative
knowledge, conceptual, declarative, principle, problem-solving, cognitive,
attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the
systematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner,
context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter
that are contextually relevant

b. Describe the rationale for and processes associated with creating design
documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance
objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design
decisions

d. Describe the rationale and processes associated with the formative
evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional
products

14. Meet selected professional standards developed by the Association for
Educational Communications and Technology

15. Use various technological tools for instructional and professional communication


AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for
learning.
1.1.b Identify a variety of instructional systems design models and apply at least
one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text
chapter, an interdisciplinary unit) to demonstrate application of the principles of
macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of
all learners, including appropriate accommodations for learners with special
needs.
1.1.2.d Incorporate contemporary instructional technology processes in the
development of interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media
(e.g., computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer
authoring application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in
contextualized instructional settings (e.g., practica, field experiences, training)
that address the needs of all learners, including appropriate accommodations for
learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of
learning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within
practice and contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies,
and assessment measures.

1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner
characteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate
contextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as
influenced by the learning situation, nature of the specific content, and type of
learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and
learning situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics
for their particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence
the selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence
the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using
technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional
and professional products.
2.0.3 Apply instructional design principles to select appropriate technological
tools for the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of
appropriate technological tools and to the development of instructional and
professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing
effectiveness of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update
instructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety
of productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and
supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of
integrated application programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based
technologies.

3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for
learning situations specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS)
resources in a variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning
contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various
learning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and
educational technology (SMET) contexts (e.g., conduct needs assessments,
identify and define problems, identify constraints, identify resources, define
learner characteristics, define goals and objectives in instructional systems
design, media development and utilization, program management, and
evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET
contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a
variety of SMET contexts. (SMET = School Media & Educational Technologies)


Appendix
References
Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd Ed.). Danvers, MA: John
Wiley & Sons.

Starnes, D., Yates, D., & Moore, D., (2011). The practice of statistics. New York, NY:
W.H. Freeman and Company.

EdTech 503 Final ID Project

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