Jennifer McNally and Laura Callis (Curry College)
Abstract
Discourse has long been recognized as a key component of student-centered and active learning environments. Apprenticing students to share authority over course content and develop robust conceptual understanding of foundational ideas is an important goal of statistics educators, and is reflected in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. As AI increasingly contributes to students’ written work and outside-of-class assignments, low-technology instructional practices have been reemerging as a means for uncovering students’ authentic understanding of concepts. In this session, we will explore instructional practices and discourse moves that respond to and build on students’ contributions to class discussions. In addition, we will share a professional development resource that we developed – a compendium of short video clips of students explaining their thinking – in hopes that the methods or the product will improve educators’ ability to anticipate, identify, and productively respond to the ideas students share in class discussions.