This is the second and final course in the series named Data Driven Instruction. This course will show us how we can use the holistic data we learnt to collect from Data Driven Instruction I to make good decisions and change our instruction to support our students better.
Course Overview
Thank you for embarking on this journey. This course falls under the category Classroom Instruction. A teacher’s job involves making very important decisions from moment to moment that will lead students to success or failure. Imagine having a friend to support you with your decision making. Data is that friend who is going to help you strengthen your teacher practices to give your students the best. Through this course, we will build on what we learnt from the course Data Driven Instruction I. We examined the first step in the data driven instruction cycle which we called assessment in course I. In this course, we will deep dive into the next two steps of the cycle which are learning to analyse the data we collected, and making data driven decisions for our classrooms.
This course meets the following standards:
- Teaching As Leadership Standards:
a. C-2 Identify student habits or actions most influencing progress and gaps between student achievement and big goals
b. C-3 Isolate the teacher actions most contributing to key aspects of student performance by gathering data (e.g., using the TAL rubric) and reflecting on teacher performance
c. C-4 Identify the underlying factors (e.g., knowledge, skill, mindset) causing teacher actions
d. C-6 After a cycle of data collection, reflection and learning, adjust course (of big goals, investment strategies, planning, execution and/or relentlessness) as necessary to maximize effectiveness
- CENTA Standards:
a. SA.2.1b: Ability to quantitatively and qualitatively analyze assessment data.
b. SA.2.1c: Ability to derive insights on common and student-specific misconceptions through assessment performance analysis.
c. SA.3.1a: Ability to identify teaching strategies to address common and student-specific misconceptions for different topics.
