How to Teach Statistics

Generally we ignore how to teach section when we create syllabus for any subject at graduation or post graduation level (?). We think teaching methodology has non significant role (and knowledge of content is sufficient) for higher education. I feel major problem of higher education is not giving emphasis on research of teaching of topics belonging to particular subject (and incorporating outcomes of researches in their course curriculum). With own efforts few people get capability to understand and feel complex ideas of particular subject but bulk of students fail. I do not know whether teachers will agree with me or not, I have strong feeling that purpose of teaching a particular topic of subject should not be learning that part of subject but should be how to learn particular aspect of that subject. Fortunately lot of researches has been done in recent years in the field of statistics teaching. If students do not make sense of what we teach both in terms of their own day-to-day language, and in terms of the language of mathematics and computation, they may compartmentalize it, and respond to tasks instrumentally or robotically. Accommodating these thee aspects in teaching is real challenge of teaching in statistics. As I discussed in my previous blog, Statistics syllabus should be divided for user and tool developer. At user level (UG level) mathematical complexity should be minimum. More emphasis should be on formulating the problem, assumption and interpretation of methods. Simulation (in place of mathematical proofs) should be used to generate confidence. There are many benefits of teaching with simulation. First, simulation is an important tool used by statisticians to solve problems, so students need to learn how to use simulation as a statistical problem solving tool. Second, simulating data can help students visualize and build a deep understanding of difficult and abstract statistical concepts, and to see dynamic processes, rather than static figures and illustrations. Third, simulations provide students a way to informally address questions involving statistical inference, before formally studying this topic with mathematical proof later in a class. Fourth, simulations provide a way to actively engage students in making and testing conjectures about data, developing their reasoning about statistical concepts and procedures. It is not necessary that software used for data analysis may be suitable for teaching purpose also. For example, sampling SIM (see below for reference) is useful for teaching sampling distribution, confidence interval and p value It is teachers believe for purpose of learning, which differentiate good teaching from bad one. Data should be used in teaching (should

not be confined to practical only) statistics. Teacher may adopt suitable approach for finalizing lecture plan associated with module. Due to constraint of time, it is required to use facility of online communication and discussion. For increasing participation of students, new approaches are required. By sharing experience of teaching on online platform, teachers can not only improve their style and approach of teaching but may help others to do so. Now Internet is major source of data. Searching meaningful data from Internet is an important still for statistician. Project should be based on guided Webquest where student (or group of student) will search real life related data to answer the given question. These project should be formulated in such a way so that it may increase interaction with other faculties of universities (like economics, sociology etc. Outcome (also way of attempt and challenges) of project should be presented at blog (where other students may comment). Web should be used to enhance major skills - reading, writing, presenting, collaborating, linking, investigating of students. Blended learning may be used to enhance interaction among teacher and students (senior as well as juniors). Certainly a lot of experimentation is needed for such technology based platform. Teaching of statistics should be related to experimentation with different approaches used in teaching. Students are encouraged to generate different type of data on their own performance and analyze them. In this way they will learn not only the subject but also. Papers by Delmas and Garfield provide useful information for generating and analyzing learning data for classroom assessment. Unlike other subjects, Statistics starts (seriously) at undergraduate level (my experience is confined to India only). Hence statistics should be introduced very carefully at this stage. Important items taught at school and intermediate level should be revised at UG level with proper weight. It is possible that these items may be taught by teachers of non statistical background at Intermediate level. Psychological aspect of education should be given proper importance (which is almost missing from higher education in India) at time of deciding approach of teaching.

Further reading:
(1) Important sites for resources of statistics teaching a. Scientific reasoning research institute b. International association of statistics education (IASE) c. Researches in statistics education. d. Statistics education research journal e. Doctoral dissertations in statistics education f. Teaching statistics: International journal for teachers g. CAUSE h. Chance

i. Guidelines for Assessment and Instruction in Statistics Education (GAISE) j. Collage Board (2) Books a. The assessment challenge in statistics education b. The training of statisticians round the world (3) Papers and articles a. Statistics education as a field for research and practice b. DelMas, R.C. and Joan Garfield: Assessment as a means of instruction c. Garfield Joan: The role of assessment in research on teaching and learning statistics (4) Use of simulation in statistics teaching a. Teaching with data simulation b. Sampling SIM: Free software for exploring nature of sampling distribution c. Sporting material for Sampling SIM to teach sampling distribution , confidence interval and p value d. A model of classroom research in action: developing simulation activities to improve students' statistical reasoning e. Resampling: The New Statistics (5) Teaching with data a. What is teaching with data b. Dataset with their description and covering note (for practical of UG and PG Classes). These data set has been prepared by A.P.Gore, S.A.Paranjpe, M.B.Kulkarni of Pune University (6) Sites for general teaching tips a. Newer views of learning b. Teaching tips c. Site of Dr. Leslie Owen Wilson's d. Teaching methods e. Bloom taxonomy for learning f. Learning quotes g. Faculty focus h. The teaching professors blog (7) Use of web in teaching a. Blended learning b. Reflections on use of blended learning c. Webquest: Use of data (and information) at web d. 99 excellent sites for teachers e. 20 reasons why students should blog