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Center 1:
This section discusses the data behind how much parents trust educators with using their students' data appropriately. I noticed  parents would like more information about their child’s progress in school. The infographics showed that 75% of parents want their schools to do a better job at providing them with their students' progress in school.  I wonder how often parents are using the data teachers provide to improve their child’s overall progress? How many parents actually incorporate the data?

Video:

During the video I noticed how the pre-k teachers collect data during their students playtime to assess their area of growth. The teachers collect data on academic and social emotional growth, and a master teacher comes into the classroom to take observational notes . I wonder how often preschool teachers are required to collect data on their students each week?

I choose to explore the data binder. I personally would use the data binder because it seems very convenient and an easy way to keep all my student data in one place.

Center #5

Dr. William Trent video
The data being discussed is the importance of having high quality teachers. According to Dr. William Trent, teachers should know their students and have experiences with their family and community. One challenge for teachers is not having the same socio-cultural knowledge as students.

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Center 1- Collecting and Communicating Data
(notice and wonder slides) I noticed that over the years parents are trusting educators more to use their child's data appropriately. I even noticed how important it is to share data with parents so they can understand and support their child better. I wonder out of the 75% of teachers that said the schools could do better with getting parents their child's information, what is being done now and what are ways they can improve?
(Video)- I noticed that school was taking data on the students in their natural element... play time. I thought that was really interesting that they were collecting data on how they process participating in the different stations. I wonder how effective the data is doing it that way as compared to getting data from more formal data.
(Resource to learn more): I would like to learn more about the apps that were suggested in the article. How effective are these apps, I wonder which apps have been proven to be effective and what variables made them effective?

Center 3- Measurement Tasks (Big Foot): The key takeaway for this activity was for students to understand why they were getting different size beds. What was causing that to happen and how can they brainstorm to figure out the right size for the bed. I can apply this lesson with my kindergartens by using something interactive that the students will enjoy and also something that is cognitively demanding that requires them to think outside the box a little more than just answering a multiple choice question.

# data[].attributes.body
Avatar of anonymous

# data[].attributes.body
Center 1:

Notice and Wonder Slides: I noticed on that the two slides are pro-data driven instruction. Parents are encouraged to join the conversation on applying their child's data information at home. I wonder how parents will utilize this information at home? How will they take the data regarding their child and improve learning skills at home?

Notice and Wonder Video: I noticed the school, EduCare New Orleans, analyzes data during student play and during everyday daily activity; data does not have to be collected via test or questionnaires. I wonder how to apply data collection for student social emotional skills?

One resource to learn more:  I chose a data binder; it is convenient and tangle. The teacher can record student data at any moment.

Center 4:

Choose one task and explain how you would adapt it for your students?

Task 3: How Heavy is a Gallon of Water?

# data[].attributes.body
Center #1:
1.)  I found it very interesting that such a high percentage of teachers (75%) wish their schools would do more to communicate with parents regarding student progress.  Overall the data shows the importance of collecting data and how many people rely on it to make decisions about their child's/student's education.
2.) One of the first things I noticed in this video was the variety of mediums used to collect data by teachers/school staff.  While some used more traditional methods like notebooks and whiteboards, others used modern technology like tablets to record videos and notes about students' progress. This lead me to wonder if one way is more effective or if it is more dependent on the teacher and their individual work ethic.
3.) I explored the example data binder.  I love this specific example because it leaves space for both student's to respond and track their own growth as well as leaving space for teacher notes and observations.  This will be very helpful to all students, especially those that struggle with self-regulation and self-monitoring.
Center #3:
Task 1- Personally I have had a difficult time relating measurement lessons to younger grades, however, task 1 is a great example of how to do this. I explored 1st grade CC math standards and decided this task most closely relates to CCSS.MATH.CONTENT.1.MD.A.1 which tells students to order objects by length. This task requires students to use blocks to analyze their maps and determine which locations are the closest and furthest from their home. In my classroom I would use a lesson like this as inter-disciplinary activity and connect it to social studies standards (mapping and community concepts).

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Center #3
Task 1
I chose to create a bar graph in order to show the comparison between distances from my most visited locations.l I chose to measure the distance in miles and I rounded to the nearest whole number. To my mind this was the best way of visualizing the comparative distances between my home and the places I frequent most often.
Task 2
The activity related to 'how big is a foot' shows the importance of using standard measurement. Students will see this by measuring their feet and seeing how each foot is a different size, resulting in an array of different sized bed.
Task 3
Students can find the solution to this problem by finding the factors of 32. By specifying that students should approach this problem in a systematic way the task aims to have students come to this solution on their own. This could even be used as an introduction to factors as a shortcut for these kinds of problems

Center #5

1. What is the data discussed in the text?

1. Producing better student outcomes

2. History of school segregation and continued perpetuation (For example teachers only giving intellectual awards to white students at one school- persistant racist stariotypes )

2. According to the text, what needs to change?

1. Inequality in the quality of schools

2. Teachers need to live in the communities they teach in and know the community, amd families - need less transience in teachers

3. need greater socio-cultural context that can only be achieved through truly being a part of students communities

4. Need to have teachers who are willing to disrupt inequity through point out that patterns like that of the achievement awards are racist

5. Need to improve living wage

3. According to the text, who is responsible for making the changes and doing the work?

1. Exceptional teachers

2. Need teachers who know you, your circumstances in order to teach a "model of achievement

3. Teachers need a different understanding of what their kids are capable of in order to achieve this change

4. What is challenging for you?

The fact that I too do not live in the community where I teach is definitely something that I feel frustrated by. I am aware that I lack the same kind of fundamental knowledge that a teacher  has who lives in the community where they teach. While some of my experiences growing up allow me some insight it is still not the same or enough to achieve what WIlliam Trent describes. I tried to find a place in Berea but there were no places available  to rent, and buying/ renovating just isn't a financial possibility right now. Nevertheless this feels like an excuse because the effect is the same.

1. What action will you take?

If I am not able to live in the community I should at least try to be in it as much as possible on the weekends, after school and before school.
Long term I should continue to look for a way to move into the neighborhood where I teach and where my students live.

# data[].attributes.body
Center 1:
The infographics of this center highlight not only the importance of data usage to guide instruction but the implicit trust that is built up between parents and educators in using data effectively. Data provides context for not only the teacher but also parents seeking to understand where their child is and what they need. I want to be able to provide the data to my student's parents so that they see the progress and struggles themselves, and so that I can work with them to figure out what is best for our students.
Keeping this in mind, something that stood out to me in the video was when one of the educators described "data dialogues"-- a way for teachers and fellow educators to come together examine the data that was collected and develop lessons to support areas of need. The continuous conversation using data and about data is what helps us as teachers better understand where our students are coming from.
And speaking of data, I am curious about what regions/school districts were surveyed for the infographic.
Center 3:
PRINCESS BELLE'S SLEEPOVER
When I first looked at the task, my first thought was "We need to be able to define a rectangle for my 1st-grade students". I think that task aligns with the 1st grade standard for CCSS.MATH.CONTENT.1.MD.A.2 -- which discusses measuring the length of something in units. I do think that several terms will need to define such as "what is a rectangle? What is a unit? Can squares be rectangles?" as scaffolding for the task. I would also not include the question of creating a formula, rather I would ask "What are some patterns you notice when drawing the rectangles?". Depending on my 1st graders I might even reduce the number from 32 to 10-- which would be more manageable for them to complete.
My quick solution was that there are 32 different ways to represent a  rectangle. I came to this solution by thinking about how one side of a rectangle can start with 1 unit (the other side is 32 units) and increase to 32 units (the other side is 1 unit).

# data[].attributes.body
Center #1:
Data Visualization:
I notice that the data shows that 95% of parents are using the data to help their students but only 85% of teachers are "sharing data" with parents. I wonder what kind of data points would help be the most effective for parents.

Video:
I notice that when the scales on either the x-axis or y-axis are distorted it causes the graph (especially the line and bar) to show a misrepresentation of data. I wonder how often the population proportions versus growth of sample size changes is communicated on the graphs.

One Additional Resource:
Using Data: Engaging Students
The resource explains the importance of sharing student data but also explains how allowing students should engage with their own data points. Furthermore it's shown how important for student's to know what and where their learning is headed and set their own goals overall. The seemingly most important phrase appears to be the "leaders in their own learning" which allows for students to take ownership and provide data practice overall.

Center #5
Data and Donuts episode 6: Diversity, Equity, Inclusion, and Social Justice

How are we looking at measuring diversity as a metric- through the population size, group being looked at, etc.
Equity being the access to everyone and equal opportunity. Using the lens of social justice for the policy and practices. The most challenging portion of this information is the lens at which they are looking at data. The text here is only showing the education to workforce diversity rates, however this type of data needs to be across the board in a variety of different areas and not just honed in on these two specifically. From tax brackets to school funding to everything else included in a community. To provide limitations such as these two categories almost makes the diversity issue not seem as important. Although, this is incorrect and is a social lens that should be looked at in a multitude of ways. One action that I want to take is to ensure that diversity is representative of a community population as well as a national population. Further, I believe that encouraging students beyond their current means and opening pathways for them (such as STEM) and providing the resources for them to push beyond the educational institution. The responsibility of the data falls on educators, and the "we" it isn't just one part of the population that's responsible, but rather and entire societal portion.

# data[].attributes.body
Station 1: Collecting and communicating classroom data is an integral component of parent teacher meetings. There is a great deal of trust that parents have for teachers in regards to using their child’s data appropriately. The overwhelming majority of teachers believe that data helps show parents how their children are performing. Data also provides us with objectivity which is a great place to start a conversation. That being said, there is a lot of room left for improvement because 75% of teacher want their school to do a better job of providing parents with data about their students progression in school. Parents value data as well, 95% of parents support the use of data to ensure that students receive the support that they need. I want to make sure that I am constantly collecting data from my students and progress monitoring to make sure that students are receiving the individualized support that they need.

Station 2: Complex mathematical tasks typically have three steps, first students are introduced to the task, secondly students begin working on solving the task and finally there is a whole group discussion about the task and how it was solved. The launch of a complex task is an incredibly important part of the lesson and it ensures that both the students and the teacher are successful in teaching and learning this task. The four aspects of a launch that allow the majority of students to engage in solving a complex task are to discuss the key contextual features, discuss the key mathematical ideas, develop common language to describe key features and maintain the cognitive demand of the task. All of these 4 components combine to provide students with a task that they can understand and learn from.

# data[].attributes.body
Center #1: I notice that teachers rely on data to kick-start conversations with parents regarding their child's performance. As teachers are expected to collect student data in various arenas (behavior, academics, social adaptations) it makes sense that data is a way teachers make connections with parents. Data being "I have proof of xyz" or "I've witnessed your child succeed at xyz" or "based on my observations and data collection, it is becoming clear that your child needs assistance with xyz." Parents want to feel secure and trust that teachers are using data to better serve and understand their child. I wonder why parents have the least trust in guidance counselors? Is it because guidance counselors spend a prescribed amount of time with students? In the video, I like the idea of data as simply "looking at what's happening." If that's the case, teachers are ALWAYS collecting data.
Center #2:
One of my key takeaways from the video is the focus on the Gloria Ladson-Billings quote, "culturally relevant teachers utilize students' culture as a vehicle for learning." When I think about this quote, I think about how culture is a vital part of our students' lives. However, oftentimes their cultures are not visible in the schools they attend, and quite frankly spend majority of their adolescent lives in. What message does this send to students? What opportunity for learning is missed out on because schools/teachers fail to recognize and incorporate the cultures and identities of students?

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Center # 4
I worked on the task Metric System Exploration. What stood about to me about this task was that it really highlighted student thinking first. It had students observe a pattern of conversions of distances in the form of a chart. It asked probing questions, questions that would illicit critical thinking from students. This task did not engage with cultural relevancy, though I think that could be added in. This task almost seemed like a pre assessment or even launch to me to gauge students understanding of distances and their conversions. When thinking how to apply this to my students, I thought about including this as a pre assessment of a task, having students fill in the chart, and then create a task based on using those measurements/ conversions that would apply to their neighborhood/community.

Center # 5
Video with Dr. Kyndall  Brown
There were two key points this video addressed, one was how to incorporate culturally relevant pedagogy into the math classroom and the other was how to use mathematics as a tool for antiracism. Addressing the first point, a key take away for me was Dr. Brown point on really knowing your students, and by doing this really engaging with their families and community members to understand the way in which mathematics is involved in their daily lives and to work in partnership with families and communities to encourage mathematics centered learning in and outside of the classroom.
Dr. Brown mentioned the fact that students are not successfully learning mathematics, especially students of color. He challenged teachers to think about how as teachers their teaching practices empower students through quality mathematical instruction, but also how to encourage and support communities to support their students in their mathematical learning. Dr. Brown stressed that an antiracism classroom is one where students are collaborating together, students engaging in analysis of data together, students work visibly displayed, students posing questions, and students engaging in discourse. Dr. Brown's points really made me think of how as future teachers we really need to know our students in order to provide high quality math instruction. And what that instruction will look like, is largely related to ensuring students have a chance to see themselves in the classroom, to have their voice reflected in the lessons, from discussions, to questioning, to giving each other feedback.

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Center #2:
When we are launching students into mathematical tasks, it is important that we launch students "into context". As instructors, we must lay out the goals, key features, and purposes of the tasks/activities at hand as well. We need to think about the "windows and mirrors" of the context of the mathematical task. There needs to be consistency and referencing of the topics and subjects included in the math task. One takeaway that struck me from the info graphics was the importance of using consistent and development language that students can grow comfortable with. In order to develop students procedural and conceptual knowledge of a task, teachers and students need to outline appropriate means of communicating ideas about the task. I also noticed from the article on Launching Complex Maths, that is was often common to break the tasks/activities into various "steps" that allow students to discuss exploration observations and recount prior knowledge before jumping straight into the "do the math" part of the task. It is important to have a "hook" in the task before having students start conducting calculations. I think that this can be applied to my teaching practice. I will be sure to create math tasks that allows students to consider prior experiences and understandings before they begin working on the task. Finally, it is also very important to provide students culturally relevant tasks and activities that are apart of non-white, diverse cultures, but also tasks and activities that every student would experience (like daily routines).
Center #4:
Task 3: How Heavy Is a Gallon of Water?
I found that this task was organized as a "I Do", "We Do", "You Do" activity. It started with the teacher modeling the purpose and use of a scale and how it must be calibrated in order to be used to measure one gallon of water. However, I think that they could be expanded to include how students might be able to (or have needed to use) this procedure in other aspects of their life. Would this activity be important for measuring ingredients for cooking, buying, or selling? Although this activity provides several opportunities for conceptual knowledge building and critical thinking, I found that it could be adapted and applied to be more culturally relevant and related to real-world experiences. While it is important to understand the practical elements within the measuring of volume and units (pint, gallon, cup, etc.), there needs to be a greater "why" for the activity. What is the end goal of this activity? Are students conducting as experiment? If so, I believe that the activity/task should be framed as such. In my own classroom, I would like to adjust this task to included more real-world goals and features that can be connected to what students experience regularly. This lesson should also include a "hook" to students prior knowledge and language surrounding unit and volume.

# data[].attributes.body
Center 1:

The info graphics show data that is pulled in regards to the teachers opinion of their school community as well as the parents opinion, and the relations they have surrounding the use of the data collected on the students. I noticed that the largest upward progression from prior years in trust from families that the school is keeping their child’s data secure and private. Families seems to have the highest trust from the administrators and the least from the guidance counselors. On the teacher aspect it seems that there is a lack in data about parents information for the students progress in school. Data in my experience has always been a great lead in for when conversing with parents of a student as well as utilizing the data collected on a student to inform and modify instruction so the data does not surprise me. I do wonder how the survey was presented, voluntary or not and if there was a certain area demographic that was polled which could lead to skewed and biased data. In the video, data was shown and highlighted to provide proof and guidance that our students are progressing and making successful skill mastery in their academics. Data also covers the behaviors of the students and how they’re adapting to social and emotional scenarios faced in and outside of the classroom. Using formative assessments as a team will be crucial in my fall position in special education, these assessments will show daily progress in all subjects of my students and will help tailor how and what I can instruct them on further.

Center 2:

Launching a task has always been a bit of a daunting element of instruction for me because it requires so much proactive planning and anticipation of your students need and potential confusion. When looking at a curriculum based lesson plan being able to anticipate areas of confusion that will require further clarification or alternate methods of instruction are essential to providing the smoothest launch for my students. Taking the white washed curriculum presented and making it more relevant to my students and their experiences is the first step in fostering an active and engage leaning community as well as mediating any potential confusion just based on the scenarios presented in the task or activity. Giving students ample think time and not always feeding the pathways to solution is something I will need to be constantly aware of when assisting students who may be struggling, this will sustain the critical thinking and problem solving gears for the students. The video provided further highlighted how important it is to include activities and tasks that directing relate and celebrate aspects of my students lives in order to have a vested interest from the students in their learning. Students should be able to take what they learned in the classroom out into their communities and see direct application. In my future classroom I plan to take the time to thoroughly look over the curriculum and tasks and alter them to make them more relevant to my students and keeping the rigor just as intense.

# data[].attributes.body
Center #1:
As indicated on slide 8, 2015 data shows that parents have greater trust in teachers than principals, followed by guidance counselors. This trust only strengthens from 2015-2018. The statistics express how much teachers value student data, based on 86% indicating that this data can indicate student performance. Slide 9 confirms that 95% of parents support the use of data so that their child can receive the support they need. The data comes together through the statistic that 89% of teachers use data to adapt instruction, which is a request for 94% of parents. This is what I intent to apply in the classroom- use data and progress monitoring to inform my lesson plans and how I deliver content to students. How do students respond best? What types of assessments yielded the greatest percentage of student success?
Video: I noticed that without data, we cannot make claims that we are preparing students for the next grade level. Social-emotional growth should also be included in this data. Data dialogue can determine what professional development should be planned and how students are meeting benchmarks. I wonder how many schools implement data dialogue on a regular basis? What else might this be used for?
Center #2: The conceptual features of launching a task are something that I want to be more conscious of. I can prepare for this by considering the most challenging aspects of a task and how I can prepare students for this by connecting it to something they already know how to do. I also want to focus on what NOT to do in a task, such as giving students a solution strategy. This can help maintain the rigor of the task.
Through the video, one key point was developing meaning-making in mathematics by providing activities that reflect diverse cultures and experiences. Students should be able to relate to the activities and examples to extract meaning from them. From the webinar, I would apply the opportunity for students to show different ways of mastery for timed tasks. This gives every student an opportunity to be successful. As mentioned in the article, the best math tasks often result from teachers just not giving directions and pointing out deliverables, but seeking student input/feedback. This is something I will bring into my own classroom, across disciplines.

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Center: 1
My key take aways from this center is that more teachers would like their schools to create more ways for them to communicate with families about student's academic process.

Center 5:

One of the main things that stuck out to me from this video was the point Trent made about having teachers who actually knew him and who he was as a person. I feel like this video really touched on the importance of educators building meaningful relationships with their students and getting to know them on a more personal level, which will make the students feel seen and heard in the classroom and can have a positive effect on their academics

# data[].attributes.body
Center 1: I noticed that the percentage of parents who trust educators to use their child’s data appropriately has increased since 2015. Parents trust teachers the most, followed by principles and guidance counselors. I understand why parents would trust teachers the most, but I wonder why parents trust guidance counselors the least. I noticed that teachers value data for lesson planning and communicating with parents. Parents value data as a starting point for making informed decisions.

During the video, I noticed how often teachers are collecting data. Not only do teachers collect data during lessons, but also during play. Data may also include information about topics like emotional health and shape recognition. Each of these pieces of information are a part of the puzzle that makes each student different. Data benefits parents and students, but also developing classroom teachers.

Center 5:

1. What is the data discussed in the text?

The researcher is examining how we define social justice.The researcher is also measuring the level of commitment to social justice in mathematics classrooms based on the criteria of equity, equal access, and more.

1. According to the text, what needs to change?

We need to develop a clear definition of social justice in order to implement it and commit to in schools, especially mathematics classrooms.

1. According to the text, who is responsible for making the changes and doing the work?

The researcher directs her question to the audience of the math conference, presumably made up of teachers and other staff, principals, administrators, and possibly parents.

1. What is challenging for you?

At first, the vagueness of "more" was challenging for me. After finishing the video, I understood the importance of equity, equal access, and ensuring that students have the tools to make change in their communities.

1. What action will you take?

I will clearly define social justice for myself at the onset of the school year. I will commit to learning about my students so that I can help create an equitable environment where everyone has equal access to what they need to learn and thrive. I will also empower my students to examine themselves and the circumstances in their neighborhoods/the world, and encourage them to think of ways to create positive, long-lasting change.

# data[].attributes.body
Center 1:
In the graphic/visual, 84% of teachers say they use data to plan instruction. I want to know what this means! What does it really mean to use data to plan instruction? Also, are the other 16% not collecting any data? Are they collecting data but not using this data to change how they teach concepts or alter their students' goals? I want to know how these teachers were asked about using data. One thing that I can apply to my teaching practice is implementing student data binders. I want to have a system in place for collecting data and staying organized, and a concrete way to share student data.

Center 5:
William Trent Video
Something that immediately stuck out to me was Trent discussing "The importance of having teachers who knew me" and knew his circumstances. This ties into getting to know each individual student and making sure they feel heard, seen, and loved. Trent then goes on to reflect on how he had teachers who had real-life experiences in the communities in which they worked. Teachers today don't have the fundamental knowledge of the communities in which they teach, and I think this is absolutely true about myself. This leads to a lack of socio-cultural knowledge about the students. I think a lot of what Trent discussed in this video ties back into the Ladson-Billings quote we discussed last week; "All instruction is culturally responsive. The question is, to which culture is it culturally oriented?" Teachers didn't think it was abnormal for white students to be the only ones receiving awards because whiteness is the norm to which all else is calibrated.