Questions for Formulating Significant Learning Goals

"A year (or more) after this course is over, I want and hope that students will be able to
analyze any given data and be able to read and create graphical representations. They will
need this knowledge to continue growing in their understanding of statistical data as they will
be able to make inferences and compare two sets of data.”

My Big Harry Audacious Goal (BHAG) for the course is: Learners will use basic skills of a
statistician to research social media platforms teenagers use to create a product, video, or
presentation that provides data analysis communicating the results.

Foundational Knowledge
 What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.)
is/are important for students to understand and remember in the future?
 Texas State Standards (TEKS)
o 6.12A Represent numeric data graphically, including dot plots, stem-and-leaf
plots, histograms, and box plots
o 6.12B Use the graphical representation of numeric data to describe the
center, spread, and shape of the data distribution
o 6.12C Summarize numeric data with numerical summaries, including the
mean and median (measures of center) and the range and interquartile range
(IQR) (measures of spread), and use these summaries to describe the center,
spread, and shape of the data distribution
o 6.12D Summarize categorical data with numerical and graphical summaries,
including the mode, the percent of values in each category (relative
frequency table), and the percent bar graph, and use these summaries to
describe the data distribution
o 6.13A Interpret numeric data summarized in dot plots, stem-and-leaf plots,
histograms, and box plots
o 6.13B Distinguish between situations that yield data with and without
variability

 What key ideas (or perspectives) are important for students to understand in this course?
 Students will need to know how to read and create different graphs (dot plots,
histograms, and box plots) for this unit.
 That there are several ways to summarize data.
 That they need to understand the various terminology used to represent data

Application Goals
 What kinds of thinking are important for students to learn?
 Critical thinking, in which students analyze and evaluate
 Students need to analyze information quality, patterns, and relationships

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
  Creative thinking, in which students imagine and create
 Students need to learn how to create graphs and charts to represent the
data

 Practical thinking, in which students solve problems and make decisions

 Students will need to understand the process of drawing conclusions from
data and recognize common errors

 What important skills do students need to gain?

 Students will have the skills of analyzing and interpreting data which is important in
every aspect of life

 Do students need to learn how to manage complex projects?

 Students will need to learn how to manage complex projects and I will provide guidance
and examples along the way to support them.

Integration Goals
 What connections (similarities and interactions) should students recognize and make…
 Among ideas within this course?
 Students should understand that data analysis is the process of interpreting
the meaning of data collected.

 Among the information, ideas, and perspectives in this course and those in other
courses or areas?
 Students should be able to recognize that data analysis is key for any
subject/area as data is represented in every aspect of our lives. Plus, it helps
develop new ideas.

 Among material in this course and the students' own personal, social, and/or
work life?
 Students will see how they can use data analysis within their own personal
life: personal, social, and/or school life. Such as analyzing teen internet
usage, analyzing grades, analyzing probability of being invited to the party,
etc.

Human Dimensions Goals

 What could or should students learn about themselves?
 Students will learn that they can influence everything in their life. As one small or big
change can affect the results (as shown in the data).
 Students working together will learn that they are important and they input is valuable.

 What could or should students learn about understanding others and/or interacting with
them?
 Students will develop social skills as they collaborate with one another.
Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
  Students will learn that when working with others that they will achieve more than
working alone; increased productivity and performance.
Caring Goals
 What changes/values do you hope students will adopt?
 Feelings?
 I hope students gain confidence in their math skills and feel that all math isn’t so
hard.

 Interests?
 I hope some students find their niche with data analysis.

 Values?
 I hope students find value in analyzing data and understand that they could display
the data to represent what they are trying to prove.

"Learning-How-to-Learn" Goals
 What would you like for students to learn about:
 how to be good students in a course like this?
 I would like students to learn how to work collaboratively with one another and
build their confidence socially and mentally. I would also like for my students to
develop self-discipline within a flipped classroom.

 how to learn about this particular subject?

 I would like students to learn that a number set has more than one answer and
that they can analyze any kind of statistical data.

 how to become a self-directed learner of this subject, i.e., having a learning agenda
of what they need/want to learn, and a plan for learning it?
 Students in a flipped classroom monitor their own learning process so I want
them to “do” this project as a reflection of their learning which will solidify what
they have learned.

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass