Data-Driven Instruction

Rational for instruction, activities, and pedagogy seems to be in the back of every master teacher's mind when considering the direction of their school day. In fact, it is the single thing the decorated teachers I have spoken to credit their success to. Data collection is a teacher hack to improve student learning/outcomes while also bettering teacher efficacy and practice in the classroom. It gives insight to what works and why.

This all can seem overwhelming. However when looking for advice and understanding I have found when we put data collection (the reason and the plan) into 3 simple steps, the task at hand does not seem so large, and its implementation seems a bit more accessible.

1. Assess

Provide accurate and fair assessments in the classroom that clearly assess objective.

Accuracy means choosing the right assessment... Consider the validity of the assessment you are providing, does your measurement ensure a relationship with the variable you are looking to for?

Taking this one step further, considering the sources of error for each assignment. To give fair assessments each student must be able to perform to the best of their ability accessing the knowledge they have and learned. Thus-was the classroom too cold to focus on an exam? Did they have the materials necessary to complete a project to the best of their ability? Did a student have a restful nights' sleep? As assessors we must remember no individuals' obtained score is a perfect reflection of their abilities, behaviors, and/or knowledge. It is up to us to create the most accurate and fair representation possible.

2. Analyze

It's cyclical-good assessment planning=good instruction planning=good assessment planning....

Prior to instruction, students bring a level of knowledge, beliefs, understandings, and attitudes about a certain topic. Through a pre-instructional assessment you can focus your instruction. You are ahead of the game as you know the growth needed to be made. I am finding a simple conversation is just as insightful (if not more :-) ) than a pre-test! Pair this with formative assessment while the information is still being taught to better hone in on the student's opportunity for success.

This can be done through a simple Excel spread sheet. Data can be arranged in the way that makes the most sense. I like Excel because you can hold multiple sections (pages) of the data collection for one assessment-Your scope can become increasingly narrower. Play with it! I find it interesting to see relationships develop. I wonder if there would be a difference based on seating? I'll try that next time... ;-)

I show this in the pictures posted. I'm finding the more thorough the analysis, the more direction I have in my next steps...This makes me ready and confident to provide individualized focus and differentiated instruction. Thus, it professionalizes and supports my decisions, which as a novice teacher, is invaluable!

3. Achieve

Assessments are useless if we disregard the results...

Utilizing data collection to fuel your passion in the classroom might be the easiest part-I equate it to when you get to the best part in a book-you don't want to put it down! This is because ALL students will be actively engaged on their own level, because the lesson has been tailored to reach them. Knowing the growth needed allows you to distinguish what steps to take. I can bet it isn't always cut and dry, but I can see some direction is better than none. Preparing for an average or "normal" in the classroom may hinder rather than help. This is because we can all agree each student is unique in their learning needs and preferences. I pose preparing for similar growth opportunities through data collection as a better predictor of success and achievement.