Data in Our Classrooms

Ms. Nicole C. Ibarra, M.A.UCLA Extension Instructor

Advanced Pedagogy for Effective Instruction: Data-Driven Instruction X437.7A Fall 2012

Course Learning Objective 1

Identify and analyze multiple types of student data for your class.

Review qualitative and quantitative data for the classroom.

Become familiar with PLAN, TEACH, REFLECT, APPLY to use in your classrooms.

Differentiate between formative and summative assessment data.

Review state-wide and district data. Visit the Discussion Board to gain insight and

share ideas.

Qualitative and Quantitative Data in Our Classrooms• Qualitative Data

mainly descriptive in nature can be observed (not measured in numbers) can be student attributes (language, family

background)

• Quantitative Data can use statistical analysis can quantify qualitative data (# of students who

have a learning style that is kinesthetic) major focus of state and district tests

PLAN. TEACH. REFLECT. APPLY.

Overview• The Plan, Teach, Reflect, Apply method is a

habit of mind.

• It helps highly effective teachers and those striving to improve plan and design effective curriculum.

• It is a cycle that helps you see in each lesson or unit how well the students have performed and showed their understanding of the content you have taught.

PLAN. TEACH. REFLECT. APPLY.• PLAN

Think about what you know and what you want to know about the students/content

What data do you already know? Learning styles, IEP/EL data, pre-assessment data, etc.

What is the end result that you are focusing on?

• TEACH Once you have gathered your data, decide on the how and

what you will be teaching. You can use your data to create small groupings (For

instance, what students scored basic on your last exam? Perhaps they can be a small focus group for you.)

You will find that the students will continue to need have various needs. Remember to keep an open mind and be able to have your groups flexible when needed.

PLAN. TEACH. REFLECT. APPLY.• REFLECT

Here is where you will reflect on your teaching practice. How did the students perform in your lesson? What insights did you find? You can look at qualitative data and quantitative data to see

what is best for your future lesson.

• APPLY In the apply phase you will be focusing on how the data you

collected will impact your teaching. You can start to look for new resources that can help

student achievement. How can you start to use all the data and the research to

improve your teaching practice?

Formative vs. Summative• Formative Assessments

Are formal and informal and used throughout the class Are ongoing and look at the short term goals for

instruction Can take various forms

• Formative Assessments ExamplesQualitative Observations – how the students

are working in groups, responding to the tasksUse of white boards – Great way to assess

whole class and individual understandingExit Slips/ Tickets- short assessment that

shows how students have performed throughout your daily lessons.

Formative vs. Summative• More Formative Assessments Examples

Using various questioning styles to assess student understanding

Collaborative Learning Styles – Using various strategies to support students in groups

This link gives overviews about different collaborative and questioning styles. http://vels.vcaa.vic.edu.au/support/tla/collaborative.html

More resources http://www.stemresources.com/index.php?option=com_content&view=article&id=52&Itemid=70

Formative vs. Summative• Summative Assessments

Are cumulative in natureLook at the long term goals for instruction Differ from formative assessments in that

they do not provide immediate feedback but rather provide feedback to design curricula and units for teachers.

• Summative Assessments ExamplesState assessmentsDistrict benchmarksEnd of unit exams (formal or performance

assessments)End of semester exams

What do the State & District Tests Tell Us About Our Class?

What does this data tell us? When looking at

overall class district benchmark data, you are focusing on the standards. Which standards did the

students do well in?

Which standards most likely need re-teaching?

Standard breakdown

Class breakdown and overall class performance

What do the State & District Tests Tell Us About Our Class?

• You can use the data sets to compile groupings Advanced Proficient Basic Below Basic

• Review the CST Strands to review the areas to focus on for small groups

Can help teachers focus instruction for small groups

Identifies student achievement overall in Math and ELA

What’s Next for Data?

• Once you have decided on the methods that you will use in your class (PLAN), delivered your lessons (TEACH), reviewed the data (REFLECT), it is time to APPLY and do it all over again.

• But… you are not alone in developing the habits of mind for highly effect teaching.

• Visit the discussion board Share your experiences with data. Share new ideas about data that you have

heard about. Get advice from other teachers in your subject.

Discussion Question for Week 1• After you have viewed this Power Point about different

types of data, start to reflect on the following questions.

• Please post your original reply on the discussion board throughout the week. Please also share your insights in a response to at least one of your colleagues on the discussion board.

 

• What types of data have you used in your class? Explain the type of data you have used and how you used it to inform your instruction.

• All posts due by October 14, 2012