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Tools and Charts Language Arts August 3, 2006

Tools and Charts Language Arts August 3, 2006. Summer 2006 Preschool CSDC. Why Look at Data?. Data is here to HELP YOU!!. Who or What is Data?.

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Tools and Charts Language Arts August 3, 2006

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  1. Tools and ChartsLanguage ArtsAugust 3, 2006 Summer 2006 Preschool CSDC

  2. Why Look at Data? Data is here to HELP YOU!!

  3. Who or What is Data? • Data is an android –in Star Trek: The Next Generation. He was a sentient artificial lifeform designed to resemble a human. He has a positronic brain for computational capabilities. Late in his life, Data discovered an "emotion chip", and he felt emotions like we do. • We are androids and humanoids from the planet TECHNOLOGIA, this planet is not situated in the Outer Browder Galaxy, but can be found in the Louder Browder Galaxy.

  4. What do you perceive?

  5. Perceptions are Affected by Details

  6. What details do you know about your students? How do those details affect your students’ grades? • Scatter Diagrams show CAUSE and EFFECT. • Use a Scatter diagram to determine if there is a relationship between your student scores and how much you know about your students. • Plot the number of facts you know about a student against his/her student score. Then draw a line through the middle of the dots. The line bisecting the dots is the Trend Line.

  7. Scatter Diagram: Number of facts teacher has about student Compared with his/her grades 100 90 80 No. of FACTS 70 60 50 50 60 70 80 90 100 GRADES Analysis: Do your students do better, the more you know about them?

  8. What tools do we currently use? • FCAT Data Inquiry (Summative) What new tools can we acquire/utilize to help our students improve? • Teacher Tools for Data Collection • Histogram • Pareto Chart • Run Chart • Scatter Diagram • Pie Chart • Item Analysis • www.fcatmentor.com/data.htm • Excel • Microsoft Word

  9. FCAT Data Inquiry • FCAT Data Inquiry • Detailed instructions to retrieve FCAT data (Refer to handout) • Exporting and importing your student data to Excel (Refer to handout) • What’s your greatest BLOCK to using data?? (Pair Discussion – 2 minutes) • Feedback and Group Discussion – 3 minutes

  10. How is YOUR Emotion Chip programmed? • Too icky to think about? Just shoot me…. (fear) • I’m setting the “snooze” button. Wake me up when it’s all over…. (boredom and ennui – depression?) • Who has the time? I’m not a numbers person – I’m a word person. (anxiety) • I can do this. (optimistic and open to change) • It will help me be a better teacher – I’ll be helping my students to achieve. (joyful, positive) Please remember, PROGRAMMING CAN BE CHANGED!

  11. Pre-Test • Please look at the next slide and study the charts. • Can you identify them? • Please number your paper from 1-6 and identify each chart. (Keep it clean, people!)

  12. 100 90 80 70 60 50 50 60 70 80 90 100 Test Average

  13. 100 90 Quiz Average 80 70 60 50 50 60 70 80 90 100 TestAverage How Did You Do? • Histogram • Run Chart • Scatter Diagram • Pareto Chart • Pie Chart

  14. Pareto Limerick • There once was a man named Alfredo -- • He invented a chart called “Pareto.” • The man was no fool --- • It’s a heck of a tool! • And it’s better than eating a potato!

  15. Why Use A Pareto Chart? Use it to Prioritize Issues and Needs: • Rank issues in order of occurrence • Decide which problems need to be addressed first • Find the issues that have the greatest impact • Monitor impact of changes

  16. Pareto Chart: Types of mistakes in Division Problems 100 100 90 90 80 80 70 70 60 60 Cumulative percentage Percent 50 50 40 40 30 30 20 20 10 10 0 0 Incorrect multiplication Incorrect subtraction No decimal Other Mistake

  17. FCAT Reading Sub-Test Analysis Using the data, how would you use a Pareto Chart to pinpoint the following?: • Two items you should focus on in order to maximize learning gains. • What percentage of errors do those two categories represent?

  18. Sub-Test Analysis • What did you find? • Can you create a Pareto Chart to document your findings? • Which areas need the most attention or remediation?

  19. Histogram • Bar chart representing a • frequency distribution • of student scores • Heights of the bars represent • number of students scoring • at same level/score • Used to Monitor progress

  20. Run Chart: Number of Words Spelled Correctly on Weekly Quiz 180 175 170 165 Number of words 160 155 150 145 140 1 2 3 4 5 6 7 8 9 Week

  21. Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math Quizzes 100 90 80 70 60 Percent w/ avg. of at least 80% 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 Week Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our weekly math quizzes.

  22. Scatter Diagram: Hours of Sleep vs Mistakes on Test 12 10 8 Mistakes 6 4 2 0 0 1 2 3 4 5 6 7 8 9 10 Hours of Sleep

  23. Data analysis provides: Insight and Questions ? ? ? ? ?

  24. Ask yourself…. • What’s the question? • What can you tell from the data? • What can you NOT tell from the data? • Celebrate the good data! • Improve the problems indicated by the data. Adapted from Getting Excited About Data, Edie Holcomb www.corwinpress.com

  25. All good things must come to an end!May the Great Computer Brain of Technologia bless your planet...

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