optimizing performance-enhancing tools for teaching and assessment capturing, representing, and...
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Optimizing Performance-Enhancing Tools for Teaching and Assessment
Capturing, representing, and using classroom data to enhance workflow, diagnosis, decision making, and
instructional improvement
OPerETTA TeamCenter for Technology in Learning
SRI InternationalJuly 18, 2007
Contact: [email protected]
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This is what early air traffic control looked like
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This is how teaching looked . . .
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Air traffic control today
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Teaching today . . .
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• Cognitive • Task• Communicative• Temporal
High-Performance Professionals Rely on Real-Time Data
…to increase efficiency, optimize performance, and improve their own practice.
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Technology for Teaching & Learning
• Teachers perform highly complex, knowledge-intensive work in time-pressured conditions
• Teachers need a classroom performance-support infrastructure
– Automatically captures simple and complex data in real time
– Provides visual “pattern-recognition” feedback for decision-making and instruction
– Addresses workload and workflow problems
– Creates a powerful learning environment
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Common Instructional Challenges
•Time on task is lost every period– “Overhead” tasks with little learning payoff
•Don’t know what all students know– Student assessment data are too little too late
•Can’t individualize instruction– No time to create, deliver, grade different work, assessments– Top and bottom students tune out
•Teacher learning/improvement opportunities are lost– No feedback on their own performance to hone their practice– No access to classroom data patterns over time
•Wireless classroom infrastructure can help
Can Real-time Feedback Improve Learning and Teaching?
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Engagement (S)
Participation (S)
Decision making (T)
Diagnostic power (T)
Time on task (S&T)
Metacognition (S&T)
Accountability (T&S)
Building-blocks of Cognitive and Workflow Performance
Cognitive
DensityIncrease quality and bandwidth
Enable simultaneous channels
Enable message buffering Communicative
Density
Automate routine procedures
Reduce down time
Enable timely feedback
Differentiate task start/stop times
TemporalDensity
Capture work process & product
Resource access and variety
More & better student feedback
Feedback to teacher
Task/Content
Density
Instructional Improvement
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Capturing, Representing, and Presenting Data to Optimize Activity Density
Framework for OPerETTA Classroom
Students Density Teacher
Communicative
Temporal
Task/Content
Cognitive
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Workflow: Minutes lost in every class
• Problem:
Here!
X + 27 = 54 x = ?
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Diagnosis: Knowing what students know
• Problem:No questions?
OK let’s move on…Here’s your quiz
from two weeks ago.
I don’t understand this, but I don’t want to sound
stupid asking for help.
She coveredthis last week!I wonder what’s
for lunch today?
Huh?
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Analyzing Performance: Teacher Improvement
“Analyze student work,” they tell us. I’d like to see themanalyze all this and
make sense of it
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Homework Results
0 20 40 60 80 100
5
4
3
2
1
Problem #
% CorrectHomework Results
0
20
40
60
80
100
5 4 3 2 1
Problem #
% Correct
Attendance
28 students present2 students absent
•Alice•Mike
1 student excused due to illness•Sam
Problem #5
27 + x = 53
X = ?
Improved Workflow
Great, I see everyone did their
homework.Looks like problem #5 was challenging.
The first minute of class
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Knowing what students know
OK, I want everyone to work on this
problemx + 33 = 54
x = ?
Jane, Can you help
me?
Subtract 33 from
54
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Knowing what students know
Quiz Results
x = 21………49%
x ≠ 21………52%
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Knowing what students know
OK, everyone is done. Let’s take a look at the results.
x + 33 = 54
x = ?X = 21
Looks like half the class has a misconception.Let’s talk about
that.
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Warm-up Results
0 20 40 60 80 100
4
3
2
1
Problem #
% Correct
Individualizing instruction
OK, I’m going tosend out problems
based on the results from the warm-up
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Set
B
Set
A Correct
Andy
Brian
Cathy
Jim
Susan
Tom
Valerie
Not Correct
Alan
Billy
Debra
James
Sandy
Tina
Vickie
Correct
Andy
Brian
Cathy
Jim
Susan
Tom
Valerie
Set
A
Individualizing instruction
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Set
B
Set
A Correct
Andy
Brian
Cathy
Jim
Susan
Tom
Valerie
Not Correct
Alan
Billy
Debra
James
Sandy
Tina
Vickie
Not Correct
Alan
Billy
Debra
James
Sandy
Tina
Vickie
Correct
Andy
Brian
Cathy
Jim
Susan
Tom
Valerie
Set
B
Individualizing instruction
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Teaching Improvement
Master %
0 20 40 60 80 100
5
4
3
2
1
Problem #
% Correct
Student Wait Time
0 20 40 60 80 100
5
3
1
Problem #
Time
Lesson Plan
Pop quizResultsChallenge ProblemsReview Chapter 9Homework Assignment
Male to Female Ratio
Girls
Boys
Hmm, let’s compare my 3
algebra classestoday on #5
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Whole is greater than the sum of current tools• Learner-centered content-focused simulation, modeling,
calculation, gaming
• Classroom communication/student response
• Formative assessment
• Lesson planning
• Productivity, student information, grading,and accountability.• 1-to-1 computing
• WIFI
• Web 2.0
How can we integrate these tools and capture the data they generate?
How can we interpret and represent the results as patterns that can be recognized and acted on in real time?
Infrastructure for High-Performance Teaching
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Air traffic controllers without automation?Medical clinicians without automation?
Teachers with automation?What do you think?
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If Medical Clinicians Worked under Classroom Conditions
I’ve only got time for one question. If you can’tdiagnose yourself, ask the
person beside you
I’m gonna ace this steroid test
By the time Iget the test results,they’ll be in ICU
I want a CT scan for everyone to rule out
head trauma. Stat!
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If Air Traffic Controllers Worked under Classroom Conditions
Work on your incursionsBilly; I’ll check them and
give you feedback next week
I don’t have time to lookat all these flight plans.I’ve got to move metal!
I have a mental modelof where all the planesare...except those two.
OK, everyone’s in a holding pattern while I
help UA34 get backon course