Promising Instructional Practices to Support Student Learning in Introductory Statistics

Abstract

The framework of Universal Design encourages educators to envision themselves as designers who consider their users’ needs while creating learning environments to advance students’ understanding. In this session, we will share what a diverse group of students identify as supportive of their learning in an algebra-based, first course in statistics. The instructional practices they identified will be situated in the Universal Design for Learning framework and aligned with the Guidelines for Assessment and Instruction in Statistics Education (GAISE). After reflecting on the range of instructional practices that students identify as supportive, participants will develop an action plan for adopting and implementing a specific instructional strategy and tracking its impact on students.