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DataDriven Instruction

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Title: DataDriven Instruction


1
Data-Driven Instruction
May you live in a time of change.
  • DDI Dr. Stanley and Dr. Tubbs
  • 4/8/08

2
Choosing Interoperable Tools
  • http//www.clrn.org/elar/search.cfm 

3
Technical Skills Needed by Staff
  • Running Reports
  • Populating (entering) data?
  • Graphing data
  • Mail-merging data Exported from system- make
    labels from skyward to send letters out to
    students, I have tried, but can't get it.
  • Online Gradebook

4
Data Driven Instruction
  • How is Data Driven Instruction different than
    data driven decision making?

5
(No Transcript)
6
Focus Questions
  • How can effective implementation of DDI increase
    student engagement and student achievement?
  • How can formative assessment strategies be
    embedded in a content lesson?
  • How can summative assessments become celebrations
    of content mastery?
  • What can we learn from the results of high
    stakes testing?

7
Data Driven Instruction What is it!?
8
DDI
  • A method of collecting student data in such a way
    that administrators, teachers, parents and
    students can accurately asses student learning.
  • Decisions are then made based on the data in
    order to improve instructional systems in order
    to continually promote student achievement.
  • Data have become the foundation of the
    contemporary design of educational
    accountability.
  • NCLBs reauthorization mandates the reporting of
    school and student data at incomparable levels.

9
Three Levels of DDI
  • (insert the diagram for formative, summative and
    high stakes testing)

10
Formative Assessment
  • Real time data
  • Reveals vertical content mastery
  • Reveals grade level mastery

11
How do you collect real time data?
  • Implement checks for understanding throughout
    the content lesson.
  • Important step in the teaching and learning
    process
  • Allows access to the background knowledge that
    students bring into the classroom
  • Illuminates exactly what students understand
    about the lesson

12
Why uncover and confront student misconceptions?
  • Misconceptions can interfere with student
    learning
  • Elementary students misunderstanding that an
    equal sign in mathematics indicates an operation,
    rather than a relation (Ginsburg, 1982)
  • Science students misconception that larger
    objects are heavier than smaller ones (Schauble,
    1996)
  • K-3 students beliefs that Native Americans who
    lied in tepees did so because they were poor and
    could not afford a house (Brophy Alleman, 2002)

13
Checks for Understanding Are
  • Ongoing assessments, reviews and observations in
    the classroom
  • They are used to improve instruction and provide
    student feedback

14
Strategies used to check for understanding
  • Fist of Five
  • Think-Pair-Share
  • Activity before concept (ABC)
  • Quick Check
  • Active learning
  • Questioning techniques
  • Student refelctions

15
  • (will provide examples of some of the checks with
    student evidence at this time0

16
Summative Assessment
  • Typically evaluate the effectiveness of
    instructional delivery at a pre-determined time
  • Used to judge student competency after an
    instructional phase is complete

17
Creating Assessments That Teach
  • Learning targets/learning logs
  • Student reflection/rubric
  • Error analysis

18
  • (I will provide examples with student evidence)

19
High Stakes Testing
  • Cumulative testing
  • Gauges mastery of course or grade-level standards
  • Snapshot of mastery, not the complete photo

20
The Vision
  • Professional Developments offered
  • Formative Assessment
  • (list all of the offerings . . . Can you insert
    this from our notes from Saturday?

Keep your eye on data.
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