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Using data with students can be so empowering! Put data in students’ hands and have them be the consumers and analysts!
Using data with students can be so empowering! Put data in students’ hands and have them be the consumers and analysts!
How could you use data with students?
- To assist in classroom management. For example, you could...
- Count how many times students interrupt another student talking during one day.
- Set a goal to get this number down to two for several days in a row, then try to get the number down to 1, and then to no distracting interruptions at all.
- To launch your lesson with academic purpose. A teacher can use data to show students that the lesson is tailored to them and their level of understanding. Plus, as the data improves, students can see success as a community and build momentum!
- As a tool for equity. For example, you could...
- Track who speaks during whole-class discussion over the course of a week.
- Then aggregate the data for the students, comparing to the composition of the class (ex. 55% of this class is female, but only 40% of discussion participants are). You could aggregate by gender, race, ELL or IEP status, etc.
- Have the class reflect on why this is and come up with ways - potentially together - of increasing equity. Maybe you need more wait time? Maybe a few students need to “step back”?
- Enact 1-2 of these action steps and then collect data again.
- To hold students accountable for productivity.
- Keep data on what % of students are working during a given 5 minute period. You can use a tool like this academic engagement monitor.
- Make a goal with your students, and track over a targeted period.
Academic Data Sharing
Teachers collect data all of the time. We are constantly noting how many students are on task, who is raising hands to answer questions (and who is not), and more. Yet, often the only data we share with students is in the form of individual grades on assignments. There are so many more ways to use data!
Steps for using data:
- Establish a goal. Why would you be collecting and sharing data anyway? What do you want to change?
- Design a way to collect data. A circulation card or quick scan chart can help you collect.
- Make it explicit. Tell the class about your goal, your reasoning behind this goal, and how you will measure progress. You can set benchmark goals so that students can experience success along the way. You might build in rewards, if necessary. The true reward is improved learning.
- Provide frequent opportunities for practice. For example, if you want to collect data on students’ ability to work in groups, then you need to consistently build group work activities into your lessons. Often it is important to look at data collected over 3-4 days to track trends.
- Report back the data you gathered. Have students reflect, as a group and/or individually, on what they can do to help meet goal. A “class challenge” on the board can help you communicate data to students.
- If the data reveals that students are having difficulty meeting the goal, get some help. Talk with colleagues or a coach about what’s happening. Is the goal reasonable? What is hindering students’ success? What else can you do to support them? Ask students for feedback as well.
Thank you to Stephen Lai, Casey Brennan, and Maeghan Provencher.
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