Data-Driven Decision-Maker

ISTE Standards:

6b. Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.

Artifact Description: This is a lesson I worked with my science team on to have teachers interpret qualitative and quantitative data students create. The idea behind this lesson is for students to take different kinds of information and data about their body to show learning outcomes. Students are producing two kinds of data in this lesson. First, they are producing quantitative data by using different health readings, for example heartbeat, breathes within a minute, and blood pressure. This helps to show the teacher if they know how to take the right readings and use the instruments in class by looking at students data points. Secondly, they have to explain why the system is important. Letting the teacher see if the student understands the material in using qualitative information from the students writing. This aligns with ISTE standard 6 b. having educators interpret qualitative and quantitative data to support individual student learning.

Implementation: This project started when a group of science teachers got together to improve some of the lessons that were used in the semester. I took this as a time to develop my understanding of ISTE standard 6 b. I wanted to build a lesson that gave teachers different kinds of data for them to understand student learning. This lesson was easy to incorporate those ideas. Using quantitative data to show mastery of scientific data collecting seemed like an easy fit. I helped explained to the teachers that it is important to use quantitative data to understand student learning as a gage for comparison to other students. The qualitative information help show teachers how well the students can use that information.

Impact: The impact of my my knowledge of the ISTE standard 6b by gauging student learning by interpreting qualitative and quantitative data was well respected by the other science teachers. They found it a great addition to the lesson and helped them understand what students were getting out of the lesson. They wanted to work on different lessons and finding ways to integrate this principle into other lessons.

Implementation: Implementing this was a difficult at first, because we all taught grades 9 and above, but weren't sure how to find the same research topic. We identified that students need to learn vocabulary in all subjects to become a master of that class. So we found different technology tools for students to learn vocabulary. Some of the tools we used were Quizlet, traditional flash cards, and the use of flipped classroom to teach vocabulary. Once we gathered the data we wanted to share it with each other and the students to implement ISTE standard 6b.

Impact: ISTE standard 6b had a real impact on student goals of learning vocabulary. When we looked at the data that we shared with each other helped us realize that not all learners learn the same way, but digital tools helped students learn vocabulary better. When we shared it with students it empowered them to learn these new technologies to gain a better understanding. Student saw in plain numbers that these tools do improve vocabulary retention.

Reflection

ISTE standard 6 focuses on your ability to use data to help guide the coaching process of teachers and student learning outcomes of students. With artifact 1, my universal design lesson of Homeostasis in the Body that I helped construct with fellow science teachers, used the ideas of ISTE standard 6b., support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning. This lessons used quantitative data and qualitative data it it to helps express the learning outcomes of students. Teachers found that idea very powerful in access students. For Artifact 2, Case Study The Effects of Technology on Learning Vocabulary, used the concept of ISTE standard 6c., partner with educators to empower students to use learning data to set their own goals and measure their progress. I worked with two other teachers to build a research paper guided by data to learn how learning vocabulary through technology enhances student learning outcomes. With with a group of teachers help students engage in self monitoring helped student want to set higher goals.