Embedded Files
Why does the practice of looking at student data rarely lead to increased student learning?
According to Dr. Hill (2020) it may be because:
"teachers focused on students’ progress or lack of it. That could result in extra attention for a watch-list student, to the individual student’s benefit, but it was unlikely to improve instruction or boost learning for the class as a whole."
Question Storming
Question Storming
Which of my students understand the math concepts of a unit before it even begins?
(Pre-unit assessment)
Which of my students do not yet understand the math concepts that have been taught?
(Mid-unit assessment)
How did the learning of this unit compare with other units or other teachers of this unit?
(Post-unit assessment)
Which of my students may be struggling emotionally?
What sorts of co-curricular activities and interests do my kids engage in?
How are my kids picked up at the end of each day? (CCA, parent pickup, bus, etc)
Compelling
Question
Compelling
Question
Which of my students do not yet understand the math concepts that have been taught?
Which of my students do not yet understand the math concepts that have been taught?
Relevant
Data
Meaningful Visualizations
Thoughtful
Analysis
Working with team members to plan out predictable variability and then to reflect on it after. Conversations could include moderation (where appropriate) and reflection on differences in grade distributions. Additional questions for consideration:
How can we best support either student or teacher led differientiation in the class?
How successful has the instruction been and are there any long term changes needed?
What sorts of resources might we develop to support different student pathways?
Predictable Variability
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