it is positive
I had to address this persistent learning challenge of explaining in context, by looking inwardly and being more explicit about my use of subject-specific terminology when posing questions, so I found that by rephrasing my instruction to "tell me about the relationship between the variables" had a considerable and almost immediate effect as responses changed from
- positive relationship ...........to ..................there is a positive relationship between the variables
- it is positive...........to ..................the relationship between the variables is positive
This contextual description of relationships gave learners the confidence to elaborate on and explain bivariate relationships and most are working towards merit/excellence.
The Bivariate Statistics Cheat Sheet outlining achievement criteria, literacy strategies and teaching strategies was discussed extensively and collaboratively and each learner made a copy of it and gave it a title "Achieved, Merit or Excellence" depending on what grade they are working towards and hope to get for this standard. Not a single learner chose "Not Achieved", so everyone wants to be successful and my challenge is to hold learners accountable by ensuring that their effort and attitude matches their chosen grade