For the final assignment in EdTech 537, we were to write a classroom blogging activity. When I first started to write this activity, I was not sure what the final product would look like. After making adjustment after adjustment, I think I have a blended activity; it utilizes class time on campus with time students spend communicating using a classroom blog outside of class. Feel free to use this activity in your own classroom. Then let me know how it went by commenting below.
In this activity, students will be blogging about the Confidence Intervals they are learning about during an AP Statistics Inference PBL. This blogging activity will help to scaffold the information they are learning about statistical inference.
Course
AP Statistics
Learning Objectives
From the College Board
Statistical Inference items #37
 Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties of confidence intervals
 Large sample confidence interval for a proportion
 Large sample confidence interval for a difference between two proportions
 Confidence interval for a mean
 Confidence interval for a difference between two means (unpaired and paired)
Type of Blog
Each student will contribute to a single subject class blog.
Student Role
 The teacher will assign each student one of the five standards listed under learning objectives.
 Students will need to research their assigned standard.
 Students will need to post their standard with an example demonstrating use of assigned standard.
 Students will need to include in this post the mathematical solution to their chosen example.
 Students will need to include in this post a written explanation to accompany their post.
 Students will need to post four comments on four different posts. Students should respond once each to the other four standards.
Assessment
The intention of this activity is to introduce the topic of confidence intervals. Mastery is not intended at this stage, therefore it would be most appropriate to have formative assessments. There can be several moments when the instructor can check for student understanding via formative assessment.
 Check the student’s blog post for momentum moving in the correct direction towards understanding the assigned learning objective.
 A successful post has all required components as listed under the student role and completed by the assigned due date.
 A successful post has all required components as listed under the student role and completed by the assigned due date.
 Have students complete exit tickets on day 5, 6 and 7.
 Have students comment on two things other students said that they did not know before.
 Have students turn in the exit ticket as they leave each day.
 Check to see that students have made 4 comments on other blog posts. Make sure they commented on posts discussing each of other four standards they were not assigned.
 There will be several other formative and summative assessments assigned during the full inference unit. See full unit. There are 3 quizzes (both partner and individual), there is an individual exam and there is a partner presentation. All of these will have confidence intervals included and will be assessed for greater accuracy.
Timeline
These standards are covered later in the school year, during the fourth main AP Stats topic, inference. Therefore, this activity may occur in January or February. It is a mini assignment that could be used within an AP Statistics Inference PBL.
Day  In Class Activity  Homework Idea 
1 

Finish researching standardBring findings to next class 
2 

Find an example demonstrating use of the standardYou may look online or use the text 
34 

Submit the complete blog postInclude all components listed under student role above.
Here is an example of what you need to include in your post: 1. State the standard 
57 

Post comments and questions on other posts discussing the additional four standards 
Other
During Day 57, the teacher could assign students different problems to solve each day from each standard. The students assigned to that standard would become the experts.
 For each chosen problem, first give the class 5 minutes of individual quiet work time.
 Next, have students find all other students given the same question to compare answers.
 This newly formed group should have 515 minutes to compare, discuss and polish the mechanics of their group solution.
 When ready, they may consult with the student standard expert.
 The expert will be in charge of assisting the group with hints and verifying correct mechanics and properly written conclusions.
 While the experts are waiting to assist with a group, they will be meeting with the instructor to polish their personal expertise.
 Wrap up each day with an exit ticket to check for student understanding.
I will post an example of what this assignment would look like in my next and final post for EdTech 537!!
Great lesson plan Angie! This is highly dynamic and functional. Your objectives are well presented. I appreciated the inclusion of in class activities as well as homework. I appreciated your addition of how students can/should comment. Excellent work!
Thanks Kim…the first time you write a lesson there will always be holes for things you can not anticipate that may happen in the classroom. My best critiques are my students!! Take what they tell you and polish from there.
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Angie,
I like it! It looks as if the students will be engaged through out the lesson, and you have embedded some differentiated activities. Thank you for sharing.
Thanks Cheronne! I hope so…it is always hard to know how everything will actually work when you implement with students!! – Angie