This actually tracks quite a bit, I teach stats from a literacy and ethics perspective focused on reading tables rather than running models (at the intro level), so framing it that way really helps. Thanks!

At that sort of level, I get them to work out the methods for themselves, with some guiding Qs as needed. You have to be able to handle uncomfortable silences but the buzz they get when they work it out by thinking it through, and then you show a slide that says they're right ... pure magic. 😎