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WELCOME Data Driven Instruction: The Key to Improving Student Achievement DOE: AS 177901 BRANDMAN: EDDU 9192 . DATA DRIVEN INSTRUCTION. As we have said earlier in the class, every industry is seeking additional data to improve their product, be more productive and/or sell mor e product .

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DATA DRIVEN INSTRUCTION

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WELCOME

Data Driven Instruction:

The Key to Improving

Student Achievement

DOE: AS 177901

BRANDMAN: EDDU 9192

DATA DRIVEN INSTRUCTION


As we have said earlier in the class, every industry is seeking additional data to improve their product, be more productive and/or sell more product.

DATA DRIVEN INSTRUCTION


The Los Angeles and Santa Cruz police departments, a team of educators and a company called PredPol have taken an algorithm used to predict earthquakes, tweaked it and started feeding it crime data.

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The software can predict where crimes are likely to occur down to 500 square feet. In LA, there’s been 33% reduction in burglaries and 21% reduction in violent crimes in areas where the software is being used.

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Fast food and video. This company (Laney wasn't giving up who) is training cameras on drive-through lanes to determine what to display on its digital menu board. When the lines are longer, the menu features products that can be served up quickly; when the lines are shorter, the menu features higher-margin items that take longer to prepare.

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These two are examples of “real time” data that is being used to instantly make changes in where you send police officers and what food items you display.

In education, formative assessments are “real time” data that tell us immediately what we need to change in our instruction.

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The use of data that is frightening is the concept of “Psychographing.”

Before businesses would target groups based on demographic information.

Age, race, income, education, martial status, religion, profession, children, city/rural, etc.

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Ever been watching TV in the middle of the night and see this commercial.

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Why would you never see this commercial during the TV show

“60 Minutes?”

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Who is the demographic they are trying to sell to?

Why do they call it the Hawaii Chair?

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Psychographing takes it a step further.

With the data that is now available, it looks at the mental model of the consumer in the context of a customer lifecycle.

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That data is available, especially for people who buy things online.

Programs used by companies now have algorithms that tell them so much about you.

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They know what you buy, how often and who you buy for.

Based upon what you buy and where you have it sent, they know if you have children, sex and age of each child, your parents and where they live, favorite sports and favorite sports teams, when, how often and where you tend to dine out, etc.

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Starbucks now has the technology to know what you order and the time of day you normally order it. They also know where you are because of your mobile phone. This is not true if you pay with cash.

Starbucks knows that you purchase a Caramel Macchiato about every other day at certain location.

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On the days you normally don’t buy a Caramel Macchiato, they could send you a text message about 20 minutes before the normal time you buy one and say they have a coupon for you for $1.00 off that drink.

Would you be inclined to change your mind and get a Caramel Macchiato that day?

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So why don’t they use it?

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The number one reason is fear of a backlash by people feeling that their privacy has been invaded and not wanting to go to Starbucks in the future.

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The technology in this scene with Tom Cruise from “Minority Report.” is not science fiction.

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The technology in the movie scanned his eyes, the technology that is used now is your mobile phone.

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As advertising gets more and more expensive, companies want to target only those people who they know are interested in their products.

Mass advertising is a thing of the past as psychographing becomes a more exact science.

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Amazon has been a leader in this technology using less aggressive strategies like, “recommended products” and “users like me also bought.”

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United Airlines knows a lot about Joe. The number of times he’s flown to Hawaii…this summer will be his 71st trip. He likes an aisle seat, he is willing to pay extra for more leg room, how many frequent flyer miles he has, etc.

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They can send him out promotions that are geared towards his specific travel patterns.

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In a sense, as teachers using the data that is available and that you get from your own assessments, you are already using the science of psychographing.

Instead of giving all the information out again, you are targeting what each individual needs.

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Psychographing is digging deeper into the specific individual wants and needs, just as digging deeper into the data you have about students lets you know specifically what your students need.

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Understand that the more you use social media, applications like YELP or Foursquare, be on Facebook, “Reward Cards,” credit cards, etc. the more companies will get to know about you and your buying patterns.

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Take a minute at your tables and introduce yourselves again and share how many cards you have any how many ways companies can track your buying patterns.

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Today our goal is to go through the Practicum/Portfolio page by page to make you are clear on how to answer each question and what evidence you need from your students so you will be able to complete it on time and receive credit for the class.

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For those of you taking the class for Brandman University credit, your Practicum is due today.

You can either turn in a hard copy or send Joe an electronic copy.

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For DOE teachers, your Portfolio is due June 19th.

You can submit either a hard copy or an electronic copy.

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For those of you turning it a hard copy, you have a couple of options.

1. Bring it to Dave’s classroom (D-2)at Jarrett Middle School on June 19th from 9:00-1:00 pm.

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2. Turn it in at the Pearl City High School Cultural Center when we are teaching either of our summer classes.

We will be there June 16-18 and 23-25th. Please bring it between 9:00 and 1:00 pm.

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The very last day we will be accepting Portfolios will be June 25th.

We have to be strict about this deadline as the credit needs to be submitted to the PDE3 office so teachers using this class to reach the next level on the salary schedule will be able to get their raise starting 1st semester.

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All the grades must be turned in at the same time, so if one person is late in turning in their Portfolio, it delays the credit for everyone in the class.

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For those of you turning in your Portfolio electronically, you need to send it to:

[email protected]

You can turn your Portfolio and soon as you complete it. Again, the last day we will be accepting Portfolios will be June 25th.

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IMPORTANT INFORMATION

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1. We do not use the payment tab on the PDE3 website, we keep our own records. It will always show you as not having paid for the class.

2. After the class is complete, we don’t send you back your portfolios. They will be available next spring at our February classes.

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3. Once we have all the Portfolios on June 25th, we will look them over to make sure you have completed each section.

If we have a concern about any of your answers or student evidence, we will contact you.

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4. We then submit the credit to the PDE3 office and they send back a list of Portfolios they want to review. They randomly pick 10% of the Portfolios for review.

Once we have those names, we take a second look at those Portfolios. We then send them to the PDE3 office.

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5. Once they have them for review, we no longer have any control over the process. It has taken as little as 5 days for the reviewer to approve the Portfolios and as long as 4 weeks.

It depends upon the number of Portfolios they have to review from different classes.

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6. The reviewer is not looking at whether or not they agree with your answer to any of the questions, but that you:

Answered every question.

Put some thought into it and didn’t just provide a one word or short phrase answer.

Provided student evidence and completed the captions.

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7. We have never had a Portfolio rejected that had addressed every question and provided a thoughtful answer.

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8. If you can’t complete the Portfolio on time, you can use the $185 for any future class we teach.

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9. Please keep the Data Sheet which is the first page of the workbook.

It contains all the information you need for this class.

-Course numbers

-Class dates

-Due dates for the Portfolio/Practicum

-Contact numbers and emails for Joe & Dave

-Refund policies

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Today is a work session.

We are going to go over the actions you’ve taken or plan to take as well as look at the student evidence you collected.

It is your day to share your ideas and get feedback on what you have done.

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We will stay as long as needed to make sure you understand all that is required of you for the Portfolio.

Do not leave class today without knowing exactly what actions you plan to take and the student evidence you will collect.

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Turn to page #2 in your Portfolios.

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We asked you to:

Name and source of the data.

Specific Benchmark or Standard related to the data.

Evaluation of the accuracy of the data.

Student samples.

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HSA scores from the Longitudinal Data System

Common Core LA

Reading LiteratureKey Ideas and Details 2.RL.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

I found the data to be quite accurate. The sampling size is large and data collection strategies are consistent with standard practices. The fact that the test has been given over a number of years, also gives it more validity.

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Essay question

Essay question


Turn to page #5 in your Portfolios.

Captions:

Behind this page you will attach the two pieces of student evidence you have collected prior to implementing your action. In this example it is student essays.

One for student A and one for student B.

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What is this document?

This is an essay that student A wrote analyzing the characters in a story we had read.

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Why is it evidence?

This is evidence because it demonstrates the student’s understanding “Key Ideas and Details” of the Common Core Standard, 9-10.RL.3.

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What is it evidence of?

This is evidence of a student who has not gotten the concept of “Key Ideas and Details” of the Common Core Standard, 9-10.RL.3.

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Turn to page #3 in your Portfolios.

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We want you to:

Identify an action you can take related to the data you collected.

Describe that action in detail

Create 3 criteria by which you can evaluate the effectiveness of your action.

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Name of the action:

“What’s my Fraction,” I will be using this lesson with small groups of my students during their lunch. I will have them come in and eat in my room while we go over the concepts.

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B. Detailed description of the action:

Each student will be given several sheets of 8X11 paper and a scissors. Then will then be asked to cut the a sheet into 2, 3, 4, and 5 equal parts. After each cut, each student will share what they have and the other group members will decide if they did or did not create two equal parts.

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We will discuss how each student choose to make the cuts they did and how they are all part of the whole sheet.

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C. Criteria used to evaluate the action:

Students will be asked to put in order (largest to smallest) the following ½, ¾ and ¼.

Students will be given a sheet of paper and asked to cut it into 2,3,4 and 5 equal pieces.

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C. Criteria used to evaluate the action:

Students will be asked to put in order (largest to smallest) the following ½, ¾ and ¼.

Students will be given a sheet of paper and asked to cut it into 2,3,4 and 5 equal pieces.

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3. Students will be given a water glass and asked to mark on the glass where it is ¼, ½ and ¾ filled.

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Turn to page #4 in your Portfolios.

We want you to provide two new samples of student work, from the same two students, after you have implemented your action.

Those samples will be placed behind page #6 and you need to fill out the captions on that page.

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So did your action work?

Use the pre and post student samples as the basis for your answer.

Was there a change?

Was it significant?

Where their other factors impacting their performance?

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Provide a thoughtful and reflective answer.

Your actions did not have to work.

Be honest!

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The purpose of this is to determine the impact your action had on the performance of these two students.

You will be able to compare their achievement before and after the action you took.

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Here are two more examples using the portfolio page as a template.

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Turn to page #6 in your Portfolios.

Captions:

Behind this page you will attach the two pieces of student evidence you collected from the same two students after implementing your action.

Student A and student B.

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The purpose of this is to determine the impact your action had on the performance of these two students.

You will be able to compare their achievement before and after the action you took.

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You will fill out the captions on page #6.

They should look something like this…

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What is this document?

This is an essay that student A wrote analyzing the characters in a story after his involvement in the small groups I created to reteach this concept.

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Why is it evidence?

This is evidence because it demonstrates the student’s understanding “Key Ideas and Details” of the Common Core Standard, 9-10.RL.3.

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What is it evidence of?

This is evidence of a student who now understands the concept of “Key Ideas and Details” of the Common Core Standard, 9-10.RL.3.

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You will use the same procedure for the other 2 actions that you take.

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Turn to page #17 in your Portfolio.

Reflection questions.

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Please put some effort and thought into answering these questions.

This is one area the reviewers are looking at closely. They want to see that you have spent some time reflecting upon what you learned and that it will impact your teaching in the future.

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They will not evaluate your thinking, but rather that you did some thinking about each question.

No short answers here!

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A number of you have asked about any future classes we will be teaching.

We have two new classes that have been approved by the PDE3 office that we will be presenting this summer.

Each class is worth 3 “PD” credits and cost $185.

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The first class, A Four-Step Model for Increasing Rigor in Your Classroom, will be taught June 16, 17 and 18th.

The second class, Creating the Optimal Learning Conditions for the Brain: Putting the Latest Research Into Practice, will be taught June 23, 24,and 25th.

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Both classes will be taught at the Pearl City High School Cultural Center.

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Questions…If you have any questions now, I will stay and answer them for you.

If you have any questions between now and the next session, call or email Joe.

Remember the Powerpoint used today will be available for you to download at Joe’s website:

JoeLoVerde.com

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Portfolios due

JUNE 19th

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