Statistics Teaching and Learning Corner
In this post, Zoe Rehnberg and Allison Theobold apply the three-question design framework from the last post to assess curricular and pedagogical choices impacting LGBTQ+ students. They present examples such as using data with binary gender and asking for student pronouns, discussing potential adaptations and sustainability concerns.
Nicole Dalzell discusses the importance of inclusive teaching decisions and presents a three-question framework for evaluation. Using a coding challenge example, she addresses student needs and suggests adaptations for inclusivity. Dalzell emphasizes the sustainability of these decisions and advocates for an ongoing reflective process to support every student in the classroom.
Angelo Elmi and Heather Hoffman present two teaching approaches for programming with statistical software in this post. The error-free method focuses on writing correct code, while the error-full method intentionally exposes students to instructor-created errors to develop their debugging skills. They believe that the error-full method helps students gain confidence and prefer it over the error-free approach.
In previous blogs, I wrote about representation and engagement as two of the guidelines for Universal Design for Learning (UDL). In this blog post, I am going to concentrate on the final guideline: action and expression.
In a previous blog, I wrote about representation as one of the guidelines for Universal Design for Learning (UDL). In this blog post, I am going to concentrate on engagement.
A few years ago, if you had asked me about Universal Design for Learning, I would have said Universal Design for Learning is just captioning videos. Although this is important, it did not make the light bulb in my head start flashing with excitement. However, Universal Design for Learning (UDL) is much more than just captioning. UDL is a framework for embracing variability in how our students learn. As statisticians, I think we should feel our hearts swell just a little about acknowledging variability in how our students learn.
StatTLC 