{"id":530,"date":"2017-06-28T07:20:47","date_gmt":"2017-06-28T11:20:47","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=530"},"modified":"2018-05-24T22:13:13","modified_gmt":"2018-05-25T02:13:13","slug":"bradford-cooperative-learning-lessons","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/bradford-cooperative-learning-lessons\/","title":{"rendered":"Bradford &#8211; Cooperative Learning Lessons"},"content":{"rendered":"<h2>Lesson 1: Team Building Activity \u2013 Variation of \u201cIt\u2019s a Mystery\u201d<\/h2>\n<table>\n<tbody>\n<tr>\n<td width=\"127\">Lesson Objective<\/td>\n<td width=\"607\">This goal of this lesson is to help students learn to work together as a team, to learn to communicate, and to learn to problem solve together.\u00a0 These are all integral components to cooperative learning in mathematics.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Lesson Overview<\/td>\n<td width=\"607\">This lesson would take place upon assigning students new cooperative learning groups.\u00a0 First, students will discuss what successful teamwork looks like, and will then complete a team building activity in the form of \u201cIt\u2019s a Mystery.\u201d <a href=\"http:\/\/www.teachthought.com\/critical-thinking\/10-team-building-games-that-promote-critical-thinking\/\">http:\/\/www.teachthought.com\/critical-thinking\/10-team-building-games-that-promote-critical-thinking\/<\/a>\u00a0 Following the team building task, students will reflect upon working collaboratively.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Room Set-Up<\/td>\n<td width=\"607\">To encourage team work and to provide a space for the tasks, desks will be put into groups of 4.\u00a0 Students will come to the big tables in the back of the room to get the new supplies for each task.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Materials Needed<\/td>\n<td width=\"607\">\n<ul>\n<li>White board and markers<\/li>\n<li>Baggies with small handout, 20 toothpicks, and a coin (Task 1)<\/li>\n<li>Handouts with pictures representing phrases (Task 2)<\/li>\n<li>About 7 hula hoops (1 per group, Task 4)<\/li>\n<li>Pencil and paper (Students)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Outline<\/td>\n<td width=\"607\">1.<strong>Introduction:<\/strong> I will say, \u201cToday you have been placed into teams with students you will be working with for the next few weeks of class.\u201d<\/p>\n<ul>\n<li>I will begin the discussion on collaborative learning with a Chalk Talk, where students come up to the board to write something they think about a statement I put on the board.\u00a0 The statement I will use is \u201cTeamwork is\u2026\u201d<\/li>\n<li>Following the chalk talk, we will discuss what teamwork looks like, and interesting things that come about from the chalk talk.<\/li>\n<li>If certain aspects of collaborative learning do not come up during the chalk talk, I will ask the students follow-up questions.\u00a0 Examples of these are below:\n<ul>\n<li>\u201cWhy do you think I am choosing to have you work in teams?\u201d<\/li>\n<li>\u201cDo you think the tasks I will be given to you could be done individually?\u201d<\/li>\n<li>\u201cWhat does it look like to work in teams rather than individually?\u201d<\/li>\n<li>\u201cWhat does every team member have to contribute to the group as a whole?\u201d<\/li>\n<li>\u201cWhat have you liked about working with others in the past?\u00a0 What have you not liked?\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Through conversation, students will discuss what successful teamwork looks like: communication, interdependence, listening to others, compromising, working together, valuing the skills each group member brings to the group, respecting each other, choosing the most logical idea (not just majority rules).<\/li>\n<\/ul>\n<p>2.\u00a0<strong>Team Building Activity:<\/strong> Students will be trying to find a missing object from my classroom.\u00a0 The students will be completing four problem solving tasks as a team to find the missing object.\u00a0 Upon completing each task, students will see me to check if they completed it successfully, and then I will give them a clue. \u00a0Therefore, altogether, they can receive four clues. *Each task is designed to include problem solving and interdependence.\u00a0 Some tasks require each member to take a specific role.\u00a0 Other tasks are challenging in nature, which encourages students to seek one another for help. *<\/p>\n<ul>\n<li><strong>Task One:<\/strong> Toothpick Puzzles\n<ul>\n<li>Students will be given a bag with toothpicks, and a slip of paper including the puzzles shown below.\u00a0 Students will solve the puzzles and then show me their finished work.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-531\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-1-300x71.jpg\" alt=\"\" width=\"300\" height=\"71\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-1-300x71.jpg 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-1.jpg 709w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<ul>\n<li><strong>Task Two: <\/strong>Picture Phrases\n<ul>\n<li>Students will decode the following pictures to determine what phrases they represent.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-532\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-2-300x152.jpg\" alt=\"\" width=\"300\" height=\"152\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-2-300x152.jpg 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-2-768x390.jpg 768w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Coop-2.jpg 781w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/strong><\/p>\n<ul>\n<li><strong>Task Three: <\/strong>Telephone Pictionary\n<ul>\n<li>For this task, students will be asked to be completely silent.\u00a0 I will give one student in the group a word.\u00a0 That student will draw a picture for the second group member to look at.\u00a0 The second group member will guess a word that it represents and show it to the third group member.\u00a0 The third group member will draw a picture to show the fourth group member.\u00a0 The fourth group member will write down the word that is represented, and will show me.\u00a0 If incorrect, I will give them a new word.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Task Four: <\/strong>Hula Hoop Challenge\n<ul>\n<li>All group members will stand in a line with hands held to create a \u201cline.\u201d\u00a0 Starting with one end, students will move the hula hoop down the line.\u00a0 Students cannot disconnect their line, or they have to start over. \u00a0Once they get the hula hoop through their &#8220;line,&#8221; they have completed the task.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Once students have found all four clues from the activity, they will use the clues to find the missing object.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>3.\u00a0<\/strong><strong>Reflection: <\/strong><\/p>\n<ul>\n<li>Students will write a reflection of the team building experience answering the following questions:\n<ul>\n<li>Overall, how did the team building activity go?<\/li>\n<li>What is one thing your team did really well?<\/li>\n<li>What is one thing your team could improve upon?<\/li>\n<li>What is one thing you learned about yourself from doing this activity?<\/li>\n<\/ul>\n<\/li>\n<li>I will collect student responses to better understand how students felt during the activity.\u00a0 At this point, I will not have students share their experiences with the class, but as cooperative learning continues and students become more comfortable within their groups, I will encourage students to share about group work.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Lesson 2: Collecting and Analyzing Data (Jigsaw 2, revised)<\/h2>\n<table>\n<tbody>\n<tr>\n<td width=\"127\">Lesson Objective<\/td>\n<td width=\"607\">Students will understand how to collect, analyze, and compare real world data.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Standards<\/td>\n<td width=\"607\"><a href=\"http:\/\/www.corestandards.org\/Math\/Content\/7\/SP\/A\/1\/\">CCSS.MATH.CONTENT.7.SP.A.1<\/a> Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.<\/p>\n<p><a href=\"http:\/\/www.corestandards.org\/Math\/Content\/7\/SP\/A\/2\/\">CCSS.MATH.CONTENT.7.SP.A.2<\/a> Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.\u00a0<em>For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be<\/em>. Draw informal comparative inferences about two populations.<\/p>\n<p><a href=\"http:\/\/www.corestandards.org\/Math\/Content\/7\/SP\/B\/3\/\">CCSS.MATH.CONTENT.7.SP.B.3<\/a> Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.\u00a0<em>For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable<\/em>.<\/p>\n<p><a href=\"http:\/\/www.corestandards.org\/Math\/Content\/7\/SP\/B\/4\/\">CCSS.MATH.CONTENT.7.SP.B.4<\/a> Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.\u00a0<em>For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book<\/em>.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Prior Knowledge<\/td>\n<td width=\"607\">This lesson is intended for a 7<sup>th<\/sup> grade advanced math class.\u00a0 Many students in my 7<sup>th<\/sup> grade advanced math class are familiar with different displays of data, but do not fully understand how to collect and analyze real world data.\u00a0 This lesson is intended to students better understand data collection, and the ways they can use it in everyday life.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Lesson Overview<\/td>\n<td width=\"607\">\n<ul>\n<li>In this lesson, each group member will study a specific topic associated with data collection and analysis, and then will teach the lesson to their group.\u00a0 Following their explanations to the group, students will a project with their group collecting data from the rest of the class, and then analyzing their findings.<\/li>\n<li><strong>Note:<\/strong> In the Jigsaw method, students are quizzed following peer-to-peer teaching.\u00a0 However, the project is seen as a summative assessment to test students\u2019 ability to collect and analyze data.<\/li>\n<li><strong>How This Lesson Encouraging Interdependence:<\/strong> Individual students are learning about topics and then teaching them to their groups, which creates accountability. Additionally, students are working together to create a project based off of what they have learned, and each student will put his or her name\u00a0on the project. \u00a0Because each student becomes an expert in one category, they can use these strengths while creating the project.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Room Set-Up<\/td>\n<td width=\"607\">To encourage team work and to provide a space for the tasks, desks will be put into groups.\u00a0 While students work with their \u201cExpert Groups,\u201d desks will be in sets of 6.\u00a0 While students work with their regular teams, desks will be in sets of 4.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Materials Needed<\/td>\n<td width=\"607\">\n<ul>\n<li>Pencil, lined paper, and graphed paper.<\/li>\n<li>Calculators<\/li>\n<li>Individual Chromebooks or computers<\/li>\n<li>Many supplies will vary based on students\u2019 needs for their mini-lessons.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Outline<\/td>\n<td width=\"607\">1.\u00a0<strong>Introduction:<\/strong> I will begin the lesson by letting students know that they will be spending the next several days working with their teams, as well as \u201cExpert Groups\u201d in class.\u00a0 I will remind discuss with them what group work looks like, and the importance of interdependence and respect.<\/p>\n<p>2. <strong>Choosing Topics:<\/strong> Students will begin in groups of 5.\u00a0 Each group member will choose one topic in the data and stats unit to become an expert on:<\/p>\n<p>(1)\u00a0\u00a0\u00a0 Population and Sample (Includes vocabulary, types of samples, and identifying bias)<\/p>\n<p>(2)\u00a0\u00a0\u00a0 Mean, Median, Mode, Range, and Outliers<\/p>\n<p>(3)\u00a0\u00a0\u00a0 Box and Whisker Plots<\/p>\n<p>(4)\u00a0\u00a0\u00a0 Histograms and Bar Graphs<\/p>\n<p>(5)\u00a0\u00a0\u00a0 Comparing Data Using Variability and Measures of Center<\/p>\n<p>3.\u00a0<strong>Learning with Expert Groups:<\/strong> Students will move into \u201cExpert Groups\u201d to learn about their topics and plan lessons.\u00a0 For each topic, students will have videos to watch, practices, and a culminating quiz.\u00a0 All quizzes will be given on Schoology to give students immediate feedback.\u00a0 Some of the resources for these groups can be seen below.\u00a0 However, since the quizzes are on Schoology, they are unable to be linked.<\/p>\n<p>(1)\u00a0\u00a0\u00a0 Population and Sample<\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1v7M-RZ27HxG3T4Qve-jmLMPSjx3t2ItH4p1MAnXsbZA\/view?usp=sharing\">Vocabulary and Practice<\/a><\/li>\n<\/ul>\n<p>(2)\u00a0\u00a0\u00a0 Mean, Median, Mode, Range, and Outliers<\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1TLPcHJruu4q2pMlRZL84acFphKJFKtpnrsx7B7BkuDw\/view?usp=sharing\">Vocabulary and Practice<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=FpF0Il2wTjs\">Mean, Median, Mode, Range, and Outliers Video 1<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=FpF0Il2wTjs\">Mean, Median, Mode, Range, and Outliers Video 2<\/a><\/li>\n<li><a href=\"https:\/\/www.khanacademy.org\/math\/probability\/data-distributions-a1\/summarizing-center-distributions\/e\/mean_median_and_mode\">Khan Academy Practice<\/a><\/li>\n<li><a href=\"https:\/\/www.khanacademy.org\/math\/probability\/data-distributions-a1\/summarizing-center-distributions\/v\/impact-on-median-and-mean-when-removing-lowest-value-example\">Impact of Removing an Outlier Video<\/a><\/li>\n<\/ul>\n<p>(3)\u00a0\u00a0\u00a0 Box and Whisker Plots<\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1YIZ__3cF548mkP3RUBD6wNRbetN1wo27CI9lJk21K5U\/view?usp=sharing\">Vocabulary and Practice<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=EtehocAruKg\">Box and Whisker Plots Video<\/a><\/li>\n<li><a href=\"https:\/\/www.meta-chart.com\/box-and-whisker\">Creating Box and Whisker Plots<\/a><\/li>\n<\/ul>\n<p>(4)\u00a0\u00a0\u00a0 Histograms and Bar Graphs<\/p>\n<ul>\n<li><a href=\"https:\/\/www.killeenisd.org\/teacherdocs\/c53\/e28871\/documents\/bargraph-25262.pdf\">Practice Worksheet<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=JsEwJD1mYpU\">Histograms and Bar Graphs Video 1<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=oxVauMMt_g0\">Histograms and Bar Graphs Video 2<\/a><\/li>\n<li><a href=\"https:\/\/www.meta-chart.com\/histogram\">Creating Histograms<\/a><\/li>\n<\/ul>\n<p>(5)\u00a0\u00a0\u00a0 Comparing Data Using Variability and Measures of Center<\/p>\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/11br1J1txplTH7sZt3hoFaswNM1FuQNlkfJFnCrIgE4o\/view?usp=sharing\">Handout Part 1<\/a><\/li>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/1Yhb5CRRG8PQifEZQOLVvalCQ-k2NBbZ3BIxq0v9w-AI\/view?usp=sharing\">Handout Part 2<\/a><\/li>\n<li><a href=\"https:\/\/www.khanacademy.org\/math\/pre-algebra\/pre-algebra-math-reasoning\/pre-algebra-frequency-dot-plot\/e\/comparing-data-displays\">Khan Academy Practice<\/a><\/li>\n<\/ul>\n<p>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Planning Mini-Lessons:<\/strong> Once students have learned about their topic, they will plan an interactive mini-lesson with their expert groups to teach their original groups about the topic.<\/p>\n<p>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Teaching Mini-Lessons:<\/strong> Students will rejoin their original group to complete mini lessons.\u00a0 The group members will share their lessons in the order seen above.<\/p>\n<p>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Data Collection and Analysis Project:<\/strong> Following the mini-lessons, each group will be completing a data collection and analysis project.\u00a0 In the project, the students will be asked to:<\/p>\n<p>(1)\u00a0\u00a0\u00a0 Collect two sets of comparable data from the rest of the class or school on a topic that interests them.<\/p>\n<p>(2)\u00a0\u00a0\u00a0 Find measures of center and measures of variability for the data.<\/p>\n<p>(3)\u00a0\u00a0\u00a0 Create a double histogram or double bar graph of the data.<\/p>\n<p>(4)\u00a0\u00a0\u00a0 Create a double box and whisker plot of the data.<\/p>\n<p>(5)\u00a0\u00a0\u00a0 Analyze the data.<\/p>\n<p>An image of the student project page can be seen below.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-534\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-3-300x237.png\" alt=\"\" width=\"300\" height=\"237\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-3-300x237.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-3.png 631w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-535\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-4-300x126.png\" alt=\"\" width=\"300\" height=\"126\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-4-300x126.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-4.png 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-536\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-5-300x195.png\" alt=\"\" width=\"300\" height=\"195\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-5-300x195.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-5.png 631w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-537\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-6-300x164.png\" alt=\"\" width=\"300\" height=\"164\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-6-300x164.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/coop-6.png 631w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><strong>7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Reflection: <\/strong><\/p>\n<ul>\n<li>Following the projects, students will reflect upon the experience of working with their teams.\n<ul>\n<li>Overall, how did you work as a team in this unit?<\/li>\n<li>What is one thing your team did really well?<\/li>\n<li>What is one thing your team could improve upon?<\/li>\n<li>Were there any issues that you had to resolve as a team?<\/li>\n<li>What is one thing you learned about yourself from doing this activity?<\/li>\n<\/ul>\n<\/li>\n<li><strong>Notes:<\/strong> As students work, I will walk around the room to provide guidance and pose questions to students as needed.\u00a0 I will acknowledge positive teamwork behavior as I walk around to different groups.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Assessment<\/td>\n<td width=\"607\"><strong>Formative Assessments: <\/strong><\/p>\n<ul>\n<li>Check-Ins during \u201cExpert Group\u201d time and while students work on projects<\/li>\n<li>Quizzes during \u201cExpert Group\u201d portion of the lesson<\/li>\n<li>Student reflections about working as a team<\/li>\n<\/ul>\n<p><strong>Summative Assessment: <\/strong><\/p>\n<ul>\n<li>Group Projects<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lesson 1: Team Building Activity \u2013 Variation of \u201cIt\u2019s a Mystery\u201d Lesson Objective This goal of this lesson is to help students learn to work together as a team, to learn to communicate, and to learn to problem solve together.\u00a0 &hellip; <a href=\"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/bradford-cooperative-learning-lessons\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2098,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[3],"tags":[119,120,115,116,118,69,122,117,121],"class_list":["post-530","post","type-post","status-publish","format-standard","hentry","category-coop","tag-box-and-whisker-plots","tag-central-tendency","tag-cooperative-learning","tag-data-analysis","tag-histograms","tag-middle-school-math","tag-population-and-sample","tag-team-building","tag-variability"],"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/530","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/users\/2098"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/comments?post=530"}],"version-history":[{"count":3,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/530\/revisions"}],"predecessor-version":[{"id":539,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/530\/revisions\/539"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/media?parent=530"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/categories?post=530"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/tags?post=530"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}