According to the author, there are five main components of teaching a statistics class. First, the importance of the subject matter must be demonstrated and conveyed to students by illustrating its application to the real world. It is suggested that teachers start the lecture with a few remarks about some real world problem that uses the specific method to be taught in the day's lecture. Second, a demonstration must be worked out prior to class presentation for a higher rate of success. Teachers should get students involved by having them gather and analyze their own data in class. Third, teachers should provide students with concrete real life problems that use the technique to be taught in the lesson. The author suggests that applications or activities are drawn from the students' own interests. To an extent, components 1-3 are similar to "examples training" and components 4 & 5 are similar to "formal training" (see Fong, Krantz, Nisbett; 1986). The fourth and fifth components refer to the actual lesson or lecture beginning with instruction of statistical and probability principles and ending with presentation of proofs or plausibility arguments.
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