Pedagogy in Action > Library > Gallery Walks > Examples of Gallery Walk Questions > Interpreting Graphical Displays of Univariate Distributions

Interpreting Graphical Displays of Univariate Distributions

This page authored by Roger Woodard, Jennifer Gratton, Steve Stanislav, and Pam Arroway, North Carolina State University.
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This activity has been undergone anonymous peer review.

This activity was anonymously reviewed by educators with appropriate statistics background according to the CAUSE review criteria for its pedagogic collection.


This page first made public: Nov 14, 2006

This material was originally developed through CAUSE
as part of its collaboration with the SERC Pedagogic Service.

Summary

Working in groups, students provide practical interpretations of graphs, considering shape, center, and spread. Each group posts their interpretation for one graph and critiques other groups' interpretations on other graphs. Students examine key aspects (shape, spread, location, etc) of histograms and stem plots to develop the ability to interpret graphics. This activity gets the students up and out of their seats and working together. It is a good activity for early in a term. The Gallery Walk idea can be adapted for different sized classes but this activity has been designed for classes up to 65 students.





Learning Goals

Students should be able to:

Context for Use

This activity is appropriate for a college introductory statistics class of any size. The activity is based on a class size of 60 students and will take approximately 40 minutes. The size and number of groups can be modified to suit various needs.

Prior to this activity students should have been introduced to histograms & stemplots, including identifying shape, center, and spread.

Description and Teaching Materials

A Gallery Walk is a simple way to help students change their thoughts about what will happen in a class. Students often assume they should sit in their chairs and the professor will talk. A Gallery Walk gets students up and requires them to move about the classroom. During the activity they think about topics, express opinions, compose answers and critique the answers of other students. This particular example of a Gallery Walk has students providing practical interpretations and thinking critically about graphics (histograms and stem plots) of distributions. This activity is a good way to get students to begin thinking about the story behind the distribution.

In this activity, the instructor posts a series of graphics around the classroom with specific questions about those graphics. These graphics are arranged in clusters of 3 graphics at different parts of the room. Students form teams and rotate between stations. At each station, students answer open-ended questions about the graphics. Students post short bulleted answers to the questions. The groups then rotate to the next station. They add to the answers posted by the previous groups. As the students move to new stations, instructors may spur them to examine issues missed by previous items. This continues until students have seen all stations.

Teaching Notes and Tips

Preparation:

Progression:

For a diagram of this modified gallery walk please refer to the image at the top of this website.

Assessment

The take-home assignment gives students a chance to review their group interpretation based on peer feedback and class discussion. It also gives them a chance to work individually on a new similar problem. Another useful tie-in to this activity is to ask exam questions that require students to critique an interpretation of a graphic.

References and Resources

See more Examples of Gallery Walk Questions »