Pbi Reflection

Running head: PBI REFLECTION 1
PBI Reflection
Michael R. McKenzie
University of Arkansas at Little Rock

PBI REFLECTION 2
PBI Reflection
On the dates of May 15-19, 2017, my teaching partner, Brian Kever, and I taught at
eStem High School in downtown Little Rock, AR. Our mentor teacher for the week was Mr.
Mark OLaughlin. Mr. Kever and I had the privilege of teaching Mr. OLaughlins 2nd, 5th, and
6th period Geometry classes all five days. As part of the Project Based Inquiry (PBI) class
curriculum, prior to knowing where and who Mr. Kever and I would be teaching, we developed a
four week PBI unit lesson. From that unit we created a five day lesson plan (see Appendix A) to
teach during this week. Our PBI unit project was designed to cover all of the Arkansas Algebra
II state standards on Statistics. During this one week of teaching we covered the following
Arkansas state standard-based objectives:
HSS.IC.A.1 27
o Recognize statistics as a process for making inferences about population
parameters based on random sample from that population.
HSS.IC.B.3 28
o Recognize the purposes of and differences among sample surveys, experiments,
and observational studies.
o Explain how randomization relates to sample surveys, experiments, and
observational studies.
HSS.IC.B.6 28 (Read and explain, in context, the validity of data from outside reports
by:)
o Identifying the variables as quantitative or categorical
o Describing how the data was collected

PBI REFLECTION 3
o Indicating any potential biases or flaws
o Identifying inferences the author of the report made from sample data
On day one Mr. Kever and I began each class with a pre-quiz (see Appendix B) to
determine the students prior knowledge. Then we introduced the standard-based terms statistics
(descriptive and inferential), data (qualitative and quantitative), population, sample, parameter,
and statistic. We used a combination of two short YouTube videos, power point, and class
discussions to introduce the material. Built into the power point were example statistics we used
for class discussions. Before each class ended we gave the students a small homework
assignment. We asked each student to locate a statistic in any media, bring it to class for day
two, and identify the population, statistic, and data.
On day two students presented the statistics they had found in the media. Unfortunately,
less than half of the students in each class actually completed their assignment by simply
bringing some type of statistic in media to discuss. Fortunately, the students that did complete
the assignment provided enough material to use for the duration of each class period. Each
student would read the statistic they had located, and then Mr. Kever and I would ask them to
identify the sample, population, and data. Almost every student struggled to identify these three
components of their statistics. Mr. Kever and I would ask not only the student who presented
their statistic but the entire class questions to guide them to their own discovery as to the
identification of the sample, population, and data. This proved to be difficult at times as the
students would be engaged one moment and disengaged the next. During some points, we would
have all of the students attention and actively involved, and at other times there were multiple
PBI REFLECTION 4
conversations occurring between students that had nothing to do with the lesson. Honestly, we
struggled with this situation in all three periods all five days.
Day three was similar to day one. Mr. Kever and I used a combination of two short
YouTube videos, power point, and class discussions to introduce new standard-based terms. We
introduced each class to the different types of research (observations, experiments, surveys, and
simulations), census, sampling, and sampling techniques (convenience, simple random,
stratified, cluster, and systematic sampling). Built into the power point were example statistics
we used for class discussions. Everything went as planned with our 2nd and 6th period classes,
but we did not get done with all the slides we had intended to with our 5th period class. We
covered these slides at the beginning of day four for 5th period.
Mr. Kever and I began class on day four with a post-quiz (see Appendix C) over the
material we had covered followed by a short YouTube video about biases and flaws in statistics.
Following this short video we gave each class an assignment to work on during the class time,
which they would present on day five. We split each class into groups of two students. Due to
having an odd number of students in each class, two classes had a group of three while one class
had a student choose to work alone. Each group was asked to locate what they felt would be
considered a reliable statistic from media, and identify the data, population, sample, tell whether
it was quantitative or categorical, tell whether it was descriptive or inferential, tell how the data
was collected (survey, observation, experiment, or simulation), and identify the sampling
technique. Having learned our lesson from day two, we told the students they must identify their
statistic and have it printed before the end of the class period. While the students searched online
for their statistic, Mr. Kever and I visited with each group of students to answer questions and
PBI REFLECTION 5
provide guidance. To Mr. Kever and my surprise every group in all three periods completed the
task, and had printed their statistic for the following day before each class ended.
On day five Mr. Kever and I had each group of students present their statistics. Much
like day two most students struggled to identify the statistical components we had requested.
Mr. Kever and I had to ask guiding questions to each group and include a class discussion for
most in order to derive at the desired responses. In addition, while most groups presented,
students were disengaged with multiple conversations occurring, which did not pertain to
statistics. This was somewhat frustrating.
With this assignment, Mr. Kever and I were asked to video record one of our lessons, and
make reflections upon viewing. We videotaped two lessons. The first is from 5th period on day
four, and the second is from 2nd period on day five. This video can be located on YouTube
(https://www.youtube.com/watch?v=edbTEUVibzQ&t=530s) titled PBI Spring 17 UALR
UTeach Brian and Michael.
Upon watching Mr. Kever and I teach on this video, it confirmed my thought that we
struggled at times keeping the students engaged. For example, at 1:17:00 in the video when a
student was presenting his statistic the only student paying attention is sitting in the front row.
As previously stated, we had ran long on day 3 during 5th period, so we began 5th period on day
four by presenting examples for the class to answer. Upon watching the video, I did take some
comfort. As Mr. Kever and I reviewed five examples of sampling techniques with the class, we
had good student engagement. The students were still struggling with the concepts, but
eventually derived at the correct responses. This can be seen in the first four minutes of the
video. However, at the 1:17:00 mark in the video, I was pleased that the student presenting was
PBI REFLECTION 6
able to answer all of our questions. There was at least one group in each period that came
prepared, and had all the correct responses ready.
Truth is we struggled all week with keeping the students engaged, and those that were,
struggled with the concepts we were teaching them. These classes had completed all their
lessons for the school year in Geometry the prior week, and were not being graded on what we
were teaching them. Im not attempting to make excuses, but simply offering my honest opinion
as to perhaps why Mr. Kever and I had difficulties at times maintaining student engagement. It
is my hypothesis that had we taught the same lesson to the same group of students in the first
half of the year we would have had greater student participation and better quiz results.
On day five, after having 2nd period present their statistics, Mr. Kever and I made one
adjustment to our lesson. Prior to 5th and 6th period we identified a statistic ourselves to present
to the each class. We began these classes with one of us playing the role of a student and the
other the teacher to show the students what we were expecting. I do believe this helped the
students.
In a previous UALR Teach class I once had to interview a teacher and one of my
questions was what do you like least about teaching. Her response was grading papers. She
clarified that she was not referring to the actually process of grading papers. It was the discovery
of how the students actually learned and retained the material compared to her perception of
how she did getting through to the class. She felt like she would do a good job teaching the
material, but only to learn many times through assessment the students were still struggling.
Until this experience, I could not completely understand her disappointment. Mr. Kever and I
had administered a pre-quiz at the beginning of day one to all three classes, followed by a post-
PBI REFLECTION 7
quiz over the material we covered on day four. The questions on the pre and post quizzes were
identical. Each class only improved by 15-17% on the post-quiz from the pre-quiz (see Figure
1).
Figure 1. These are the pre-quiz and post-quiz scores for 2nd, 5th, and 6th periods.
If I were to prepare a different assessment for this lesson, I would include a grade for
both the statistical presentation and the quiz. I would also reexamine the quiz questions, and
perhaps make sure the wording of each question were made more clear. In other words, the
wording of several questions could have been a little more advanced than the Algebra II level.
In conclusion, I truly enjoyed my week teaching the students at eStem High School. The
experience reaffirms my desire to be a secondary math teacher. It was a pleasurable experience
overall. I enjoyed interacting with the students and faculty. They were very respectful to Mr.
Kever and myself, and seemed very interested in what we were teaching. However, it was a
learning experience for me. After teaching this lesson and seeing the quiz scores I do see room
for improvement in how the lesson was taught.

PBI REFLECTION 8
Appendix A
Author(s): Title of lesson: Statistics / Day 1
Team members: Technology lesson?: Yes
Brian Kever Lesson source: Arkansas Department of Education and Denise
Michael McKenzie Hammett
Date lesson will be taught: Mentors name: Mark OLaughlin
May 15, 2017 Mentors school: eStem
Length of lesson: Subject/Grade level: Statistics / Secondary
45-50 minutes
Concept statement/Main idea:
Students will be able to recognize and define Data, Statistics (descriptive and inferential),
Population, Sample, Parameter, Statistic, as well as Qualitative and Quantitative data.
Standards (List the appropriate process and content standards for your lesson.):
HSS.IC.A.1:
Recognize statistics as a process for making inferences about population parameters based on a
random sample from that population
HSS.IC.B.6:
Identifying inferences the author of the report made from sample data
Identifying the variables as quantitative or categorical
Objective/s Write objective/s in SWBAT form: Evaluation:
The Students Will Be Able to: recognize and define Students will be given a lesson pre-quiz to assist in
Data, Statistics (descriptive and inferential), determine students previous knowledge
Population, Sample, Parameter, Statistic, as well as
Qualitative and Quantitative data.
Materials list (BE SPECIFIC about quantities) Accommodations:

For whole class: Teacher will:
Per group: Speak loud and clear
Included handouts: Students (25) will be given a Use a standard font to be sure everyone
definition handout. can read.
Safety:
N/A
Engagement
Estimated time: 5 minutes
What the teacher does and how the teacher will Probing Questions:
direct students (directions):
Students will be introduced to the following video Expected Student Responses and Misconceptions:
to begin class: Why You Need to Study Statistics
Transition: Start slide show (See Explanation)

PBI REFLECTION 9
Exploration
direct students (directions): In addition to the Data, Population, and Sample,
At the end of class on Day 1 teachers will ask what else can you tell us about the statistic?
students to research and identify an article of
interest in current media containing at least one Expected Student Responses and
statistic, and identify the following within that Misconceptions
statistic: Data, Population, and Sample. Students
will be instructed to either e-mail a link for the
statistic, including the Data, Population, and
Sample stated in the e-mail body, or bring a
paper copy of the statistic to class on Day 2
identifying the same components.
Transition: End of class
Explanation
Teacher will present slide show that includes the Expected Student Responses and
definitions of Data (Qualitative and Quantitative), Misconceptions
Statistics (Descriptive and Inferential),
Population, Sample, Parameter, and Statistic.
Slide show will include examples of each term
and problems to be work in class conversation.
Transition: Introduce homework assignment (See Exploration)
Elaboration
Expected Student Responses and
Misconceptions
Transition:
Evaluation:
Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives: Homework assignment (See Exploration)
PBI REFLECTION 10
Formative Assessment(s): Teachers will make observations during class discussion, and attempt to
identify anyone who is struggling with the concepts being introduced.
Summative Assessment:
PBI REFLECTION 11

45-50 minutes
Students will be able to recognize and define Data, Statistics (descriptive and inferential),
Population, Sample, Parameter, Statistic, as well as Qualitative and Quantitative data.
HSS.IC.A.1:
HSS.IC.B.6:
The Students Will Be Able to: recognize and define
Data, Statistics (descriptive and inferential),
Population, Sample, Parameter, Statistic, as well as
Qualitative and Quantitative data.

Included handouts: Safety:
N/A
Engagement
Expected Student Responses and Misconceptions:
Teacher will administer a Kahoot quiz.
Transition:
PBI REFLECTION 12
Exploration
direct students (directions): In addition to the Data, Population, and Sample,
Each student will present an article of interest in what else can you tell us about the statistic?
current media containing at least one statistic, Expected Student Responses and Misconceptions:
and identify the following within that statistic: Students stronger in statistics might offer to
Data, Population, and Sample. The class will be explain the Data is Qualitative or Quantitative, or
asked if they agree or disagree, and why. The that the Statistics are Descriptive or Inferential.
teacher will ask the class In addition to the Data,
Population, and Sample, what else can you tell us
about the statistic?
Transition: End of class. (However, if the presentation go faster than anticipated, a Kahoot on
statistics will be ready to go)
Explanation
Expected Student Responses and Misconceptions
Transition:
Elaboration
Expected Student Responses and Misconceptions
Transition:
Evaluation:
objectives: Ask students In addition to the Data, Population, and Sample, what else can you tell us
about the statistic?
Formative Assessment(s): Teacher will observe students while they share their statistic to ensure
understanding.
Teacher will administer a Kahoot quiz to assess students understanding on data, population, and
sample.
PBI REFLECTION 13

45-50 minutes
Students will be able to recognize the purpose and difference among sample surveys,
experiments, and observational studies, as well as recognize Experimental Design and Sampling
Techniques (Census, Sampling, Simple Random, Stratified, Cluster, Systematic, and
Convenience.
HSS.IC.A.1:
HSS.IC.B.6:
Describing how data is collected
Indicating any potential bias or flaws
HSS.IC.B.3:
Recognize the purposes of and differences among sample surveys, experiments, and
observational studies
Explain how randomization relates to sample surveys, experiments, and observational studies
The Students will be able to recognize the purpose
and difference among sample surveys,
experiments, and observational studies, as well as
recognize Experimental Design and Sampling
Techniques (Census, Sampling, Simple Random,
Stratified, Cluster, Systematic, and Convenience..
PBI REFLECTION 14

Included handouts: Students (25) will be given a Use a standard font to be sure everyone
definition handout. can read.
Safety:
N/A
Engagement
Estimated time: 15-20 minutes
Teacher will show students the following two Expected Student Responses and
videos to begin class: Misconceptions:
1. Surveys, Experiments, and Observational
Studies
2. Sampling: Simple Random, Convenience,
Systematic, Cluster, Stratified
Transition: Start slide show (See Explanation)
Exploration
Misconceptions:
Transition:
PBI REFLECTION 15
Explanation
direct students (directions): What are some additional examples of sampling
Teacher will present slide show that includes the bias?
definitions and examples for sample surveys,
experiments, and observational studies, as well as Expected Student Responses and
Experimental Design and Sampling Techniques Misconceptions
(Census, Sampling, Simple Random, Stratified,
Cluster, Systematic, and Convenience). Slide
show will include examples of each term and
problems to be work in class conversation.
Transition: End of class
Elaboration
Misconceptions
Transition:
Evaluation:
objectives:
Formative Assessment(s): Teachers will make observations during class discussion, and attempt to
identify anyone who is struggling with the concepts being introduced
PBI REFLECTION 16

45-50 minutes
Students will be able to recognize Data, Statistics, Population, Sample, Parameter, Statistic,
Type of Sample, Sampling Technique, and identify any bias when looking at everyday statistical
data.
HSS.IC.A.1:
HSS.IC.B.6:
HSS.IC.B.3:
The Students Will Be Able to: recognize Data,
Statistics, Population, Sample, Parameter, Statistic,
Type of Sample, Sampling Technique, and identify
any bias when looking at everyday statistical data.

N/A
PBI REFLECTION 17
Engagement
Teacher will show students the following video Expected Student Responses and
to begin class: Selection Bias: A Real World Misconceptions:
Example
Transition: Teacher will assign students into groups of two (if an odd number students exists, the
teacher will assign one group of three)
Exploration
direct students (directions): How could the statistical data be improved upon?
Teacher will instruct each group of students to
research in the media an article of interest that Expected Student Responses and
has at least one set of statistical data which the Misconceptions:
group considers to be strong data. Each group is
to describe the static and identify the Data,
Population, Sample, Type of Sample, Sampling
Technique, and identify any bias.
Transition: Teacher will administer post-quiz
Explanation
Misconceptions
Transition:
Elaboration
Misconceptions
Transition:
PBI REFLECTION 18
Evaluation:
objectives: How can the statistics in the article be improved upon? What could the author have done
differently?
Formative Assessment(s):
Teacher will administer a lesson post-quiz. Post-quiz will be identical to the Pre-quiz in order to
measure student learning.
PBI REFLECTION 19

45-50 minutes
Students will be able to recognize Data, Statistics, Population, Sample, Parameter, Statistic,
Type of Sample, Sampling Technique, and identify any bias when looking at everyday statistical
data.
HSS.IC.A.1:
HSS.IC.B.6:
HSS.IC.B.3:
Students will be able to recognize Data, Statistics,
Population, Sample, Parameter, Statistic, Type of
Sample, Sampling Technique, and identify any bias
when looking at everyday statistical data.

N/A
PBI REFLECTION 20
Engagement
Misconceptions:
Transition:
Exploration
Misconceptions
Transition:
Explanation
Misconceptions
Transition:
Elaboration
direct students (directions): How can the statistics in the article be improved
Teacher will randomly select the group of upon? What could the author have done
students assigned to work together on Day 4 to differently?
present their article of interest containing
statistical data. The students are to describe the Expected Student Responses and
static and identify the Data, Population, Sample, Misconceptions
Type of Sample, Sampling Technique, and identify
any bias. A brief class discussion will be led by
the teacher after each presenter to share ideas
and thoughts.
Transition:
PBI REFLECTION 21
Evaluation:
objectives: How can the statistics in the article be improved upon? What could the author have done
differently?
Formative Assessment(s): Teacher will observe each group of assigned students to present articles of
data, and attempt to identify and assist any students who appear to be struggling.
PBI REFLECTION 22
Appendix B
May 15, 2017

Pre-quiz
Name: ________________________________________
Circle the correct answer to complete each statement:
1. A researcher is interested in the effects of St. Johns Wort on memory. A group of 25 college students is
selected to participate in a research study. The average memory score obtained for the 25 students is a
__________.
a) Sample b) Statistic
c) Population d) Parameter
2. A researcher is interested in the eating behavior of rats and selects a group of 25 rats to be tested in a
research study. The group of 25 rats is a ___________.
3. A researcher is curious about the average IQ of registered voters in the state of Arkansas. If this average
could be obtained, it would be an example of a ___________.
4. Statistical methods that use sample data to answer general questions about a population are called
__________.
a) Parameters b) Statistics
c) Descriptive statistics d) Inferential statistics
5. ___________ is based on numerical data that can be analyzed using statistics.

a) Quizzative research b) Quantitative research
c) Qualitative research d) Quantifiable research
6. ___________ is based on data that cannot be measured or counted but can be collected and interpreted
through observations.
7. A researcher is interested in knowing whether males who use smokeless tobacco are more likely to
develop gum disease than those who do not use smokeless tobacco over a period of time. In designing
the study, the researcher would use a/an _________________ study.
a) Survey b) Experiment
c) Observation d) Simulation
8. Researchers wish to study the egg hatching rates of sea turtles nesting along a coastline. The coastline is
divided into 30 equal grids, and ten of the grids are selected. Every turtle nest in the selected grids is
monitored to determine the hatching rates for the season. This is an example of a __________________
sample.
a) Simple Random b) Stratified c) Systematic
PBI REFLECTION 23
d) Cluster e) Convenience
9. Questioning shoppers as they leave a store, a researcher asks 198 people what brand of toothpaste they
prefer. This is an example of a _________________ sample.
10. Chosen at random, 125 cell phone customers are called to see if they have had good signal strength over
the last month. This is an example of a _________________ sample.
PBI REFLECTION 24
Appendix C
May 18, 2017

Post-quiz
Name: ________________________________________
Circle the correct answer to complete each statement:
1. A researcher is interested in the effects of St. Johns Wort on memory. A group of 25 college students is
selected to participate in a research study. The average memory score obtained for the 25 students is a
__________.
2. A researcher is interested in the eating behavior of rats and selects a group of 25 rats to be tested in a
research study. The group of 25 rats is a ___________.
3. A researcher is curious about the average IQ of registered voters in the state of Arkansas. If this average
could be obtained, it would be an example of a ___________.
4. Statistical methods that use sample data to answer general questions about a population are called
__________.
a) Parameters b) Statistics
c) Descriptive statistics d) Inferential statistics
5. ___________ is based on numerical data that can be analyzed using statistics.

6. ___________ is based on data that cannot be measured or counted but can be collected and interpreted
through observations.
7. A researcher is interested in knowing whether males who use smokeless tobacco are more likely to
develop gum disease than those who do not use smokeless tobacco over a period of time. In designing
the study, the researcher would use a/an _________________ study.
a) Survey b) Experiment
c) Observation d) Simulation
8. Researchers wish to study the egg hatching rates of sea turtles nesting along a coastline. The coastline is
divided into 30 equal grids, and ten of the grids are selected. Every turtle nest in the selected grids is
monitored to determine the hatching rates for the season. This is an example of a __________________
sample.
PBI REFLECTION 25
9. Questioning shoppers as they leave a store, a researcher asks 198 people what brand of toothpaste they
prefer. This is an example of a _________________ sample.
10. Chosen at random, 125 cell phone customers are called to see if they have had good signal strength over
the last month. This is an example of a _________________ sample.

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Running head: PBI REFLECTION 1

University of Arkansas at Little Rock

Arkansas state standard-based objectives:

o Recognize statistics as a process for making inferences about population

parameters based on random sample from that population.

o Recognize the purposes of and differences among sample surveys, experiments,

and observational studies.

o Explain how randomization relates to sample surveys, experiments, and

o Identifying the variables as quantitative or categorical

o Describing how the data was collected

o Indicating any potential biases or flaws

two, and identify the population, statistic, and data.

simulations), census, sampling, and sampling techniques (convenience, simple random,

statistics. This was somewhat frustrating.

(https://www.youtube.com/watch?v=edbTEUVibzQ&t=530s) titled PBI Spring 17 UALR

UTeach Brian and Michael.

prepared, and had all the correct responses ready.

experience reaffirms my desire to be a secondary math teacher. It was a pleasurable experience

for improvement in how the lesson was taught.

Materials list (BE SPECIFIC about quantities) Accommodations:

Transition: Start slide show (See Explanation)

Transition: End of class

Transition: Introduce homework assignment (See Exploration)

Author(s): Title of lesson: Statistics / Day 2

Materials list (BE SPECIFIC about quantities) Accommodations:

Author(s): Title of lesson: Statistics / Day 3

Materials list (BE SPECIFIC about quantities) Accommodations:

Transition: Start slide show (See Explanation)

Transition: End of class

Author(s): Title of lesson: Statistics / Day 4

Materials list (BE SPECIFIC about quantities) Accommodations:

Author(s): Title of lesson: Statistics / Day 5

Materials list (BE SPECIFIC about quantities) Accommodations:

May 15, 2017

Circle the correct answer to complete each statement:

5. ___________ is based on numerical data that can be analyzed using statistics.

May 18, 2017

Circle the correct answer to complete each statement:

5. ___________ is based on numerical data that can be analyzed using statistics.

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