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Welcome!. Looking at Student Work CFN 204 Electronic Copy of Handouts: qualityrubrics.pbworks.com/204. Essential Question: Is there a best way for schools to support the use of data? . Data are.
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Welcome! Looking at Student Work CFN 204 Electronic Copy of Handouts: qualityrubrics.pbworks.com/204
Essential Question: Is there a best way for schools to support the use of data?
Data are... “the compelling evidence that grounds conclusions in actual results, not speculation” (Love, 2009) “Information output by a sensing device or organ that includes both useful and irrelevant information” (Webster) “qualitative or quantitative attributes of a variable or set of variables” (Wikipeida)
In other words… Data are pieces of evidence that can provide you more information about your school’s curriculum, teaching and student learning
Edward Thorndike If something exists, then it exists in some quantity. If it exists in some quantity, then it can be measured.
My personal essential question: Can we reduce learning to a number?
“In data-driven instruction, the rigor of the actual assessment items drives the rigor of the material taught in class.” (DbD, p. 12) Teachers literallyteaching to the test. “Teachers matter.... grant schools flexibility: to teach with creativity and passion; to stop teaching to the test.” (President Obama, January 2012)
What implications do you see for yourself in negotiating this tension? ... for colleagues not here today? ... for the parents of your students? ... for your students?
Do you honestly want to know what X exactly is? Is your life going to be improved by momentarily knowing what x is? No. Absolutely not. This whole problem is a conspiracy against hardworking American students. Let me tell you, solving for X right now is not going to stop the recession. It fact, it’s not going to do anything. And another thing. When have you ever had to know what is X is in your long esteemed professional career? Exactly. This is a futile attempt for “educators” in this district to boast of their student’s success rate. I am going to go the rest of my life not knowing what X is. Because what is X when you really think about it? A letter, the spot, two lines crossing each other. I don’t think anyone will ever really know what X truly is because the essence of X is beyond our brain potential. In conclusion, Harry S. Truman’s middle name was just the letter S, not an actual name. Now that is a letter that’s actually being utilized. See, you learned something, and it was not because of this logarithm. The End.
Implications Minimize interruptions. Make them worthy.
“Less than 20% of teacher preparation programs contain higher level or advanced courses in psychometrics (assessment design) or instructional data analysis.” Inside Higher Education, April 2009
Building on Success My Most Memorable Conversation/Dialogue My Most Powerful Data Moment What makes a memorable, powerful conversation about student work?
What overlaps do we see? Make connections A-Ha moments Personal connections Validations (ditto) Knowledge, confidence Showing evidence Visuals Thinking outside the box Commonalities Self-reflection
Ground Rules We will validate each other by recognizing our differences and commonalities and using "active listening" Be mindful of your tone and body language. Decide on protocol and lens before beginning work. Everyone has opportunity to share their best practices. Everyone has opportunity to make "low inference" observations Keep conversation on task Develop rules together, post them, and refer to them while meeting and work Be mindful of the size of the group - if you break into smaller groups, ensure means to re-connect as a large group Set purpose for meeting beforehand so people know what to bring - have a schedule Be prepared with artifacts and copies - be prepared to discuss
Be proactive towards meeting goals - look for solutions Adjust expectations and time accordingly - making task relevant to time Set purpose for next meeting before adjourning current meeting Document - minute or note taker
Bringing it All Together “The work of professional learning communities is about teasing out the profound from the insignificant and about harvesting those rare moments in which one word, one action at the right time and place and with the right individuals, can become a strategy for tackling specific kinds of problems.” Martin-Kniep, G. (2007)
John Tukey (Statistician) “Far better an approximate answer to the right question, than the exact answer to the wrong question, which can always be made precise.”
Albert Einstein “Not everything that can be counted counts, and not everything that counts can be counted.” Is this a friendly universe?
Sherlock Holmes(Sir Arthur Conan Doyle) “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.” Who committed the crime?
George HW Bush "Rarely is the question asked: Is our [sic] children learning?
Approach #1 – Protocol 1: Shaping Questions around Multiple Measures
Edie Holcomb (Getting Excited About Data) provides a set of reflective questions to get started: • What evidence would demonstrate that we are fulfilling the commitments embedded in our mission statement? • Do we have any existing, on-going goals that lack baseline data from which to measure progress? • Is there more than one source of evidence for this decision or more than one indicator of need for this goal? • What are the assumptions we make about students and their learning? What do we need to do to verify or dispel those assumptions? • What data might help resolve smoldering issues in our school?
Approach #1 – Protocol 2: Improving the Quality of our Questions
Organizing our Data Sources Page 17 - at least one data SOURCE name summary Focus on Column 1. and 2.
Approach #2: Protocols Using the supplementary package, you will examine several protocols and will be able to assess the merits and shortcomings of each one as well as its potential use within your school.
Using Protocols to Structure Discourse about Assessment Practice
What is a protocol? An structured approach to a discussion that ensures: opportunities to listen opportunities to talk a balance of presenting, examining, questioning, responding, and problem solving
Why use protocols? for transparency to create a safe place for discussions about classroom practice to examine student learning closely to explore other’s perspectives to refine learning for fostering learning
Task Examine each of the 4 protocols Identify strengths Identify limitations Identify ways you can use it
Protocols 1. High, Medium, Low Analysis 2. The Turning Protocol 3. Standards in Practice 4. Wows and Wonders
When writing about an informational text they've just read, to what degree are a sample of our grade 2 students independently demonstrating RI.03.02. (Determine the main idea of a text; recount the key details and explain how they support the main idea.)
Trying them On for Size • Determine your approach • Revise or develop questions • Begin with the data in hand • Pick a protocol • Here’s What
Ground Rules We will validate each other by recognizing our differences and commonalities and using "active listening" Be mindful of your tone and body language. Decide on protocol and lens before beginning work. Everyone has opportunity to share their best practices. Everyone has opportunity to make "low inference" observations Keep conversation on task Develop rules together, post them, and refer to them while meeting and work Be mindful of the size of the group - if you break into smaller groups, ensure means to re-connect as a large group Set purpose for meeting beforehand so people know what to bring - have a schedule Be prepared with artifacts and copies - be prepared to discuss
Be proactive towards meeting goals - look for solutions Adjust expectations and time accordingly - making task relevant to time Set purpose for next meeting before adjourning current meeting Document - minute or note taker
