I use just-in-time teaching assignments in all my classes now. Vince helpfully sent along these instructions for setting these up on Google. See below.
I think Jitts are just wonderful, and they’re so easy to set up, you should definitely be doing them in your classes too. I’ve had more difficulty with Peer Instruction (the companion tool to just-in-time teaching) as it requires questions at just the right level for the class. I do have students frequently work in pairs, though, so I think I get some of the benefit of that.
P.S. I’d love to share all the Jitts with you for Bayesian Data Analysis, but I’m afraid this would poison the well and future students would not have the opportunity to be surprised by them. Yes, I know, I should just come up with new ones every year—but I’m not quite ready to do that! Perhaps soon I will.
In the meantime, a commenter asked for some Jitts, so here are the ones for the first and last weeks of class:
Jitt questions for Bayesian Data Analysis
For each class, 3 questions:
1: basic statistics
2: from this week’s reading
3: student feedback
For Class 1a (to be done during the first class):
1. In a national survey of n people, you estimate the gender gap—the difference in support for Obama among men and women. How large does n have to be so that you can estimate this gender gap to within a standard error of +/- 3 percentage points?
2. I have three cards: one is black on both sides, one is red on both sides, and one is black on one side and red on the other. I pick a card at random out of a hat and look at one side only. It is black. What is the probability that the other side is black?
3. What would you like to hear more about from Chapter 1?
For Class 1b (chapter 1):
1. If x ~ N(0,1) and y ~ N(0,1) are indepdent random variables, calculate the probability that |x| > 2|y|.
2. In the football example, use the normal approximation to estimate the probability that the favorite wins, if the point spread is 7 points.
3. What material in the course so far is new to you?
. . .
For class 12a (chapter 22):
1. It is generally recommended that when you fit a regression model including the interaction between two predictors, you should include the main effects as well. But give a real-world example in which it can make sense to include an interaction without including both main effects.
2. Suppose you have a mixture model with three components. For each data point you want to identify which of the three components it comes from. It would be best to use the full posterior distribution but you need a point estimate. Which of the following would you prefer: the posterior mean, the posterior median, or the posterior mode? Assume each of these is done pointwise (that is, you are getting the marginal mean, median, or mode of the latent component for each data point, not the joint mean, median, or mode for all the data points at once).
3. What was the most important thing you think was missing in this course?
For class 12b (chapter 23):
1. Assume x and y are normally distributed with mean 0, variance 1, and correlation r>0. We draw a large sample from this bivariate distribution and then throw away all (x,y) pairs where either x or y is less than zero. We calculate the sample correlation using the remaining samples. On average, will this sample correlation be higher, lower, or equal to r?
2. Consider a Dirichlet process with the precision parameter alpha converging to 0. The limiting posterior of is sometimes known as ________. What is the limiting posterior as alpha increases to infinity?
3. What aspect of statistics would you most like to learn more about?
And the slides for the classes are here.
OK, here are Vince’s instructions:
1) go to https://drive.google.com/
2) Sign in, if necessary
3) Click create -> Form
4) Bypass the annoying pop-up, if necessary
5) Name the form, probably pick the default theme
6) Repeat until done:
6.0) For the first time through, create a text response with the student’s name
6.1) Name the question, not that important (Question 1, Question 2, …)
6.2) In the help text, add the question body
6.3) Change the question type to “Paragraph text”
6.4) Make sure “Required question” is checked
6.5) Click “Add item” if necessary
7) Under Confirmation Page at the bottom, probably disable “Show link to submit…” and enable “Allow responders to edit”
8) Under “Choose response destination” button on the toolbar, can have it all go into a common spreadsheet. Create a spreadsheet first and then select it
9) Share with students by clicking the “Send form” button at bottom
Probably easiest to copy/paste link into an email client with a group setup
Can create a group on Google, send to them