What Difference Does the Data Make? by Dawn Mitchell https://padlet.com/dawnmitchell/uj8acukqta3p Reflect on what you've learned in this module about the importance of getting to know your students and using that information to guide your instruction? Be specific towards disciplinary literacy. en-us 2018-02-12 21:20:46 UTC 2021-07-19 05:31:58 UTC hello@padlet.com dawnmitchell https://padlet.com/dawnmitchell/uj8acukqta3p/wish/230838324 2018-02-12 21:21:29 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/230838324 Example https://padlet.com/dawnmitchell/uj8acukqta3p/wish/268363105 Data makes a world of difference for our students. We need to be intentional and learn as much about our students as we possibly can so that we can relate to them and create engaging lessons that they will be interested in. Students will learn better if they know they are in a comfortable, safe environment where they are cared for and loved, and will also learn better if they enjoy learning. Teachers can make sure both of these things happen every day to in order to help our students be successful. Assessment data is also an important way to drive instruction, and should be used as a tool to alter lessons as needed and ensure student success.]]> 2018-06-24 21:27:33 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/268363105 Dianna Bembenek diannabembenek https://padlet.com/dawnmitchell/uj8acukqta3p/wish/635444188 "Use data to drive your instruction." That has been the statement that has repeated in staff emails, PD, and RTI meetings to emphasize the importance of knowing students strengths and weaknesses based on assessments. Data takes the guess work out of planning and targeted instruction can be created and implemented to help students meet their goals. Personal data about my students also helps me plan instruction that is sensitive the their social and emotional needs. This type of data helps me form personal relationships with my students. The more data I have related to my students, the more effective I will be as their teacher. ]]> 2020-06-22 00:36:43 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/635444188 Martha Christopher https://padlet.com/dawnmitchell/uj8acukqta3p/wish/635506096 The better you know your students, the better equipped you are to reach them with what you want to teach them. It doesn't do any good to teach children nautical terms if they've never seen a boat.  So by knowing your students, what their interests are, what they would like to learn about or know, and what their reading levels are, a teacher can find books, magazines, articles, etc. that are appropriate for the students, that will grab their interest, and keep them engaged until the end of the book. Having meaningful activities for students to engage in is also important.  Students want to know that what they are working on is meaningful and worthwhile, not just busy work. By getting to know your students, teachers can reach them with real, worthwhile, authentic teaching. And, hopefully, the students will respond with authentic and worthwhile learning. ]]> 2020-06-22 02:09:31 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/635506096 Jennifer Harrison https://padlet.com/dawnmitchell/uj8acukqta3p/wish/637842863 Well to know where you are going, you have to know where you have been. I've heard that saying my whole life and I think it applies to knowing our students as well. To know them and to help them grow and go forward, we have to know where they have been. We have to look at past data and notes from previous teachers to identify where there may have been a breakdown in communication or understanding of concepts for students. At that point, we can investigate new ways to reteach previous information and figure out how to best support the unique and different needs of individual students. It is also important to consider the whole student physically, mentally, socially and academically as we are teaching, assessing, questioning, and planning instruction. The more useful data that teachers have, the better they can serve their students. ]]> 2020-06-23 18:52:30 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/637842863 Kathleen Mosley kathleen_mosley https://padlet.com/dawnmitchell/uj8acukqta3p/wish/648822712 If used- as in teachers analyze data and respond to it- data can make all the difference in student learning. For teachers to make a difference on student learning, they must consider both the "hard" data and the "soft" data. Teachers can build relationships by collecting soft data such as interest inventories and attitudes towards a specific subject. For example, at the beginning of the year I ask students to complete a "Math Interest Survey" which gives me insight to their feelings, previous experiences, beliefs and attitudes towards Math. When teachers take the time to get to know their students as human beings-on a personal level, they can add this information to their instructional tool box that will essentially give them hard data from their instruction. It's also important for teachers to use a triangulation (or at least multiple sources) of hard data to inform instruction when possible. As Gusky mentions in his Educational Leadership article, teachers should not rely solely on nor put all of our stock on EOY state testing data to drive data. The more we know about our students-both as human beings and learners- the more they grow as human beings and learners!       ]]> 2020-07-07 02:40:07 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/648822712 Carolina Lewis https://padlet.com/dawnmitchell/uj8acukqta3p/wish/658521795
The data makes all the difference in the world if we analyze it and use our findings to improve our instruction.  The data that we get from assessments does not just tell us how our students are doing.  The data from assessments tells us how well, or poorly, we are doing as teachers.  The data that we get from assessments needs to be used as an essential part of the teaching process.  It is crucial to helping students learn and improving our instruction.  The results of the formative assessments (e.g. quizzes, work in progress, writing assignments, etc.) that teachers give regularly provide us with the best information to make improvements.  The data that we receive from our students’ formative assessments could be considered formative assessments of our instruction.  We make use of the data from formative assessments to inform us of where our students are having difficulty.  We use that information to provide helpful, corrective instruction for our students.  We should also use that information to provide helpful, corrective measures in our instruction.  When carefully analyzed, data from student assessments can be used to improve both student and teacher performance.
]]> 2020-07-20 16:47:52 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/658521795 Karen Caraballo https://padlet.com/dawnmitchell/uj8acukqta3p/wish/1654389851 "Kidwatching "
This is a term for getting to know our students as teachers. We listen and watch them as they are acting and interacting in the classroom. This process is an informal way to get to know our students. We must be able to take accurate notes quickly and often. These notes are used to inform teacher instruction, lesson planning, and guidance for holding student and parent conferences.  Teachers should also share the information with the student to lead in setting goals. Another added way to use this information is for assessment.
How and when is the collection done? Surveys can be used, sticky notes are present during small group, silent reading, conversation time, club time, and anytime there is student activity going on. ]]> 2021-07-19 05:11:28 UTC https://padlet.com/dawnmitchell/uj8acukqta3p/wish/1654389851