edwards using data to drive instruction
DESCRIPTION
Exactly as the title describes. To be given to new teachers by the Literacy Coach.TRANSCRIPT
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How to Use Data to Drive Instruction
Jay Edwards
Garden City High School
Garden City, KS2 Sept. 2011
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What is the purpose of data?
It is often organized for analysis and used to make decisions.
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Where can I get the data?
Schools are full of data! Maybe more data than you need!
The problem is that it is stored in different places and sometimes by different people
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What kind of data do we have?
State Assessment scores in reading, math, etc.
KELPA scores SRI scores Grade history Attendance records Discipline records
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Where can I get the data?
Teacher-made quizzes Teacher-made tests Student
surveys/feedback ACT/SAT tests
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Problem?If you organize your data,
then it will be easier to understand.
AND it will be easier to use.
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Questions to ask yourself before you make any decisions
What does the information reveal?
Is it reliable? How many different
forms of data did I collect?
Have I recorded my results?
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What is the purpose of having & using student data/information?
The ultimate reason to have and use this info. is to get the student to achieve, grow.
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What We Want
Thick, data notebooks stocked with stale data
Organized notebooks or files with active/fresh data-sets
NO!YES
!
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What We Want
Rigid, fixed lesson plans designed with imaginary students in mind
Lesson plans designed to meet the needs of YOUR students
NO!YES
!
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What We Want
Data-rich, information -poor classrooms whereby data is collected but never used
Data-rich, information-rich classrooms whereby data informs instruction
NO! YES!
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Example Ms. Laliker gives the class
a Venn Diagram to complete over the similarities and differences between plant cells and human cells. She expects each student to come up with two differences and at least two similarities.
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VaculesLysomes
Cell membranes
Nucleus
Mitochondria
Golgi Apparatus
Did You Know? Humans have 46 chromosomes. A goldfish has 96 chromosomes and an ophioflossom fern has 1200. Wow!!
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Students complete the Venn Diagram, turn it in, and Ms. Lalicker enters the grades
Abigail Apple 95
Benjamin Beans 90
Cathy Carrot 100
Dean Drumstick 95
Estrella Eggplant 95
Frank Furter 50
Giselle Guacamole 90
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0
20
40
60
80
100
Venn Diagram Grade
Class Avg
Frank
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What does this chart reveal?
Abigail Apple 95
Benjamin Beans 90
Cathy Carrot 100
Dean Drumstick 95
Estrella Eggplant 95
Frank Furter 50
Giselle Guacamole 90
Ms. Lalicker decides that Frank could show that he knows the similarities and differences in a different way. What adjustments can the teacher make to insure that not just Frank, but all students, learn?
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What’s Next?• Maybe use a different chart or write it in a list or
paragraph.
• Perhaps the textbook used in class is written at a 1100 SRI Lexile and Frank comprehends at a 650 lexile.
• Look at Frank’s previous history with science and other classes.
• Check Frank’s attendance.
• Give some students enrichment activities while working with Frank and others who have not mastered the Venn Diagram
• Look at the other members in Frank’s small group. Consider changes in the group to foster teamwork & collaboration.
• Meet with experienced teachers, literacy coaches, etc. for more ideas/help.