CésarCheck for statistical significance here: is "a little bit harder" supported by the data? (00:00:46 - 00:00:46)
Test😃 comparing data to her preconceived notion -- key question she has -- what's right? the data or her preconceived notion? (00:01:11 - 00:01:11)
1234"just because its higher doesn't mean you worked harder, cause you have 'more in this section'" - student in pink shirt (00:01:17 - 00:01:17)
Victor L"you have more...." this would be an opportunity to discuss what each dot represents. If each dot is a reading every 3 seconds or something then this would be a good way to get students to think about what a collection of dots represents (00:01:21 - 00:01:21)
John DoeThere is an important statistical learning opp here. (00:01:23 - 00:01:23)
Tiffany I would jump in when the student is starting to annotate the data so that I can probe their understanding of what they're looking at. (00:01:38 - 00:01:51)
ER"this section here has a lot..."- a lot of what? what does each dot mean? (00:01:43 - 00:01:43)
Victor LWhen the student starts drawing, there is an opportunity to explore what the student means by saying "this section right here has a lot." This could be a spot to draw connections with important statistical learning in what the student means by saying "more" and "less." (00:01:44 - 00:01:45)
asdfThey start to discuss concepts which I might describe in terms like "mean", "standard deviation", and "range" here — I wish I could jump in and we could walk through these types of ideas at a high level (00:01:49 - 00:01:49)
AJseems like this moment ripe for encouraging a debate or justification of the two things they are noticing which appear to be at odds with the conclusion each of them is expecting? (00:01:56 - 00:01:56)
Joe MansourHow are you going to define what is harder? Is the cumulative data more important than high moments or might they even out? (00:01:58 - 00:01:58)
JadeHere: Mindy points to a section around where Shannon is referring to, I would ask, What's drawing their attention to this spot? (00:01:59 - 00:01:59)
derek vi would identify this same moment of statistical importance. (00:02:01 - 00:02:16)
Victor L"It shows I worked harder because it goes farther" I think this would be a good opportunity to use an analogy to get the student to think about whether or not outliers represent the set as a whole (00:02:15 - 00:02:15)
César Alpha
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Event Label Alphaalpha...
Event Label Bravobravo...
Event Label Charliecharlie...
CesarCheck for statistical significance here: is a little bit harder supported by the data? (00:00:46 - 00:00:47)
Testcomparing data to her preconceived notion -- key question she has – whats right? the data or her preconceived notion? (00:01:11 - 00:01:12)
derek vi would identify this same moment of statistical importance. (00:02:01 - 00:02:16)
Victor LIt shows I worked harder because it goes farther I think this would be a good opportunity to use an analogy to get the student to think about whether or not outliers represent the set as a whole (00:02:15 - 00:02:16)