collaborative inquiry for data use in adolescent literacy instruction july 15, 2014 martin center...
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Collaborative Inquiry for Data Use in Adolescent Literacy Instruction
July 15, 2014Martin Center for Professional Development
Nashville, TN
MNPS Data Use Research Alliance goals
• Identify and implement best practices in data use that improve adolescent literacy instruction.
• Identify and apply the tools, processes, and skills necessary to implement a collaborative inquiry approach for data use in adolescent literacy instruction.
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MNPS Data Use Research Alliance activities in 2014
• Collaborative inquiry workshops with Dr. Laura Lipton.• Fishbone session to identify root causes of barriers to
effective data use.• Logic modeling session to develop outcomes for effective
data-use practices.• Innovation configuration session to develop a collaborative
inquiry blueprint.• Survey of collaborative inquiry and data-use practices.*• Bridge event for Five Steps for Structuring Data-Informed
Conversations and Action in Education (Kekahio & Baker, 2013).*
*Under review by the Institute of Education Sciences4
Collaborative Inquiry for Data Use in Adolescent Literacy Instruction
Laura Lipton, Ph.D.Co-Director, MiraVia LLC
Goals and objectives
• Increase knowledge about the seven qualities of high-performing collaborative inquiry groups.
• Develop and enhance frameworks for facilitating productive group learning, planning, and problem solving.
• Learn verbal and nonverbal tools for inviting and sustaining the thinking of group members during collaborative inquiry.
• Learn about facilitating difficult data-use conversations to promote professional interactions about tough-to-talk-about topics.
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Reflecting on use: Stem completion strategy
• On an index card, complete the stems.• Topic is leading collaborative data-driven inquiry:
– “One thing that feels solid to me is …”
– “One thing that has not yet jelled is …”
• Table groups round-robin share.
(Use handout page 3.)
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Coordination
• We plan time and place, organize schedules, and identify resources– Who is doing what, when, where, with whom?
• Avoids duplication of effort; makes the best use of available resources
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To collaborate
• From Latin:– collabōrāre, together
– labōrāre, to work jointly with others, to co-labor
• A mutually beneficial relationship between two or more parties who work toward common goals by sharing responsibility, authority, and accountability for achieving results.
– Chrislip & Larson, 1994
• A process through which parties who see different aspects of a problem can constructively explore their differences and search for solutions that go beyond their own limited vision of what is possible.
– Gray, 1989
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Seven qualities of high-performing groups
• Choose a partner.• Refer to pages 11-14 in the got data? now what? book• Read silently to the designated stopping point.• When each partner is ready, stop and say something.
– Example, connection, question.
• Continue the process until you have completed the selection.
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Processing the process
• What are some of the ways that the “process” influenced you?• What are some ways that paired interaction influenced you?• Share a new idea, emerging understanding, or next step connected to
your own work.
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Group assessment inventories
• Tools for thoughtful feedback on group performance.• Use to modify, control, or change performance.• Two inventories:
– Scaled group inventory
– Self-assessment inventory
(Refer to pages 15-17 in the got data? now what? book.)
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What goes wrong in groups?
• What are some interpersonal dynamics that influence group work?– Record one idea per sticky note
– Example: A group member who isn’t willing to share ideas.
• Tip: Think about a “typical” group – use your recollections to generate your ideas.
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Three constraints to productive discourse
• Affiliative constraints– Need to navigate task/relationship tensions.
• Egocentric constraints– Need for control, or low regard for collective thought processes.
• Cognitive constraints– Limited and limiting information and expertise.
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Three constraints to productive discourse
• Classify your items by dynamic
AffiliativeNeed to navigate task/relationship
tensions.
CognitiveLimited and limiting
information and expertise.
EgocentricNeed for control or
low regard for collective though
processes.
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Three models of discourse
• Dialogue– Promotes a spirit of shared inquiry.
• Discussion– Breaks issues and problems into components and parts.
• Decision-making– Making a choice from among clear alternatives.
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Three models of discourse: first turn/last turn
• Refer to pages 100-104 in the got data? now what? book.• Read the selection and highlight two to three items.• The first turn.
– In turn, share one of your items – do not comment on it. Group members comment in round robin order (no cross-talk).
• The last turn.– Initiator now shares thinking.
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Three models of discourse
Dialogue Discussion Decision-making
Purpose
• Talking to understand and connect.
• Understanding the underlying nature of an issue and how group members perceive it.
• Talking to persuade and influence.
• Generating options.• Clarifying outcomes.
• Talking to choose.• Determining the best
option from those the group generated.
Process (How)
• Speculating• Connecting• Theorizing• Visualizing
• Reasoning• Comparing• Contrasting• Analyzing
• Weighing• Choosing• Evaluating• Agreeing
Outcome (What)
• Understanding • Weighing options• Choosing
• Committing
(Refer to page 101 in the got data? now what? book.)
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Three models of discourse: first turn/last turn
1. How is first turn/last turn a scaffold for dialogue?
2. How might this strategy contribute to your group work?
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Three models of discourse
(Refer to page 101 in the got data? now what? book.)
Dialogue Discussion Decision
Self-talk
• What is the deeper meaning?
• What assumptions are operating here (for me and others)?
• What are some connections between these ideas?
• What’s not being said?• Are we all feeling safe
enough to share? • How can I increase the
invitation to share?
• What are the most important factors here?
• How can I influence this interaction?
• Are these data persuasive enough for me to let go of my ideas?
• How are these ideas different from each other and from my own ideas?
• What are the implications of this idea?
• What are the weightiest items or criteria?
• Which criteria are most important?
• How do the options stack up against our criteria?
• What are the pros and cons for each option?
• What are the implications?
• Who will be most affected?
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Partner’s report: Most important point
• Think of a significant point or personal connection you are making, based on your experiences in the workshop thus far.– Join a partner.
– Share your thinking.
– Be ready to share your partner’s thinking with the group.
(Refer to page 6 of the handout.)
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Collaborative learning cycle
Organizing and Integrating• What inferences,
explanations, or conclusions might we draw?
• What additional data sources might verify our explanations?
• What solutions might we explore?
• What data will we need to guide implementation?
Organizing and integrating
• Tips for success:– Study success.
– Generate multiple theories of causation.
– Allow for multiple causal theories.
– Seek calibrating data that are in existing archives.
– Generate multiple theories of solution.
– Make sure goals are clear and measurable (SMART goals).
(Refer to pages 35-36 of the got data? now what? book.)
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Simulated data-based observations
• The population of English language learner students increased from 12 percent last year to 30 percent this year.
• Twenty percent of grade 7 students were proficient in reading compared with 35 percent of grade 8 students.
• The median score for grade 6 boys in reading is 40 percent at or above standards.
• Thirty-two percent of grade 8 students performed “below level” and 40 percent performed “on level” on the DIBELS oral reading fluency test.
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Theories of causation
Observation:• Record three possible theories of
causation related to your observation:
1. 2. 3.
• Circle one theory to test. Record at least three sources of data that you could use to confirm this theory:
1. 2. 3.
• Achievement/Outcome Data
• Demographic Data• Process Data• Perception Data
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Five causal categories
Five Causal
Categories
InstructionMethods, materials,
and resources
TeachersKnowledge, skills, and
dispositions
StudentsKnowledge, skills, and
dispositions
InfrastructureSchedules,
programming, and resources
CurriculumDesign and
implementation
Generate a causal theory for three different causal categories based on your chosen observation.
From causation to action
Theory Implications Outcomes/Actions• The grade 3-8 data has “flat
lined” because there has been no adjustment in curriculum and instruction to support students who are struggling.
• Teachers need to be able to drill down into their data to identify specific problem areas and which students need support in those areas.
• Teachers need easy access to targeted instructional materials to support effective differentiation.
• Teachers will have access to fine-grained data and fluency in data interpretation.
• Schools will have resource banks of leveled instructional materials linked to content standards.
Refer to page 5 in the handout.)
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Looking ahead
• “As I anticipate my team leadership, a quality or skill that is important to me is …”– What might be some priorities?
– What are some goals for me?
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Design frame: The purpose
• Task:– Revise the middle school language arts curriculum.
• Purpose:– Establish aligned concepts and sequenced skills that ensure literacy success for
all middle school learners.
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Design frame: The purpose
• Task:– Develop school-wide
common assessments.– Generate a list of 21st century
skills.• Purpose:
– Create a purpose statement for each task example.
• Word bank:– Ensure– Promote– Assure– Maximize– Optimize– Empower– Guarantee– Sustain– Establish– Enrich
Applying the purpose
• Craft a purpose statement for an upcoming task you anticipate working on with a group or team.
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The frame
• The purpose• The outcomes• The boundaries• The intentions• The benefits• The logistics
(Refer to pages 9-10 of the handout.)
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Applying the frame
• Starting with the purpose statement, craft the frame for an upcoming session.
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Structuring decisions
• Starting the conversation.• Structuring the conversation.• Sustaining thinking in the conversation.
• Group size and composition• Length of time• Degree of structure
(Refer to page 8 of the handout.) 51
Organizing and integrating
• One-word summary:– The what.
– Why you chose it.
– Who will share it.
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Key point
• Count-off and join the table that corresponds to your number.• When you get to your table, share a key point from the day.
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References
• Chrislip, D. D., & Larson, C. E. (1994). Collaborative leadership: How citizens and civic leaders can make a difference. San Francisco: Jossey-Bass.
• Gray, B. (1989). Collaborating: Finding common ground for multiparty problems. San Francisco: Jossey-Bass.
• Lipton, L., & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree Press.
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