So Now What? Using Data for Purposeful Conversations and Planning

Transcription

1 So Now What? Using Data for Purposeful Conversations and Planning Jill Rhodes Educational Specialist, School Support

2 As a campus instructional leader, why do you ask your teachers to review their student data?

3 GOALS Understand the importance of data management and analysis to your role as an instructional leader Analyze STAAR data related to reporting categories and areas of emphasis Review STAAR Released Test question(s) to determine the depth of knowledge related to readiness, supporting, and process standards Discuss challenges related to low-scoring TEKS Determine what data teachers should review regularly to positively impact teaching and learning Develop an understanding of the Unwrapping the TEKS process in order to guide teachers to improve lesson development and instructional delivery

4 Let s Practice Juanita covered the outside of a gift box shaped like a rectangular prism with paper. The box is 3.2 feet long, 2.1 feet wide, and 2.7 feet high. Which of the following is closest to the total surface area of this box? A 34 ft 2 B 42 ft 2 C 30 ft 2 D 18 ft 2 Surface Area Lateral Total Prism S = Ph S = Ph + 2B

5 Challenging SEs

6 STAAR Math Standards Analysis

7 Regional Mathematics Mastery

8 Challenging SEs Things to consider: Content: Big Ideas, Specificity, Examples Process Skills Challenges Essential Questions Instructional Strategies Transfer of Knowledge Formative Assessment-MASTERY!

9 We Have the Data So Now What? Let s reflect. What does our data tell us about: o Students? o Teaching? o The test? Let s unwrap o Develop a complete understanding of the TEKS through study and analysis o Plan for instruction that meets the cognitive and content rigor of the standards

10 Transfer of Knowledge WE NEED TO.. Help students reason (think) Help students work together Promote problem solving Help students make connections Encourage reflection and conjecturing

11 Unwrapping the TEKS Grade Level and Content Area: % Mastery: % Mastery: Knowledge and Skill Statement: Student Expectation(s) include Content and/or Process Skills: Content: Process: This template is used to unwrap each standard, which leads to a deeper understanding of the TEKS. What is CHALLENGING and why? HOW WILL STUDENTS REACH MASTERY? Essential Questions: Instructional Strategies: How will the knowledge be TRANSFERRED? (What will students be DOING, SAYING, and/or WRITING?) Formative Assessments: HOW WILL WE KNOW STUDENTS HAVE REACHED MASTERY?

12 Bloom s Taxonomy One step in the unwrapping process involves identifying the cognitive rigor. For this purpose, we refer to the revised Bloom s Taxonomy. HOTS Higher Order Thinking Skills LOTS Lower Order Thinking Skills

13 Bloom s Taxonomy

14 Grade Level and Content Area: % Mastery: % Mastery: Knowledge and Skill Statement: Student Expectation(s) include Content and/or Process Skills: What is CHALLENGING and why? 8th Grade, Math The student uses procedures to determine measures of three-dimensional figures. 8.8C Students will estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume. 8.14B Students will use a problem solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Content: Region 20 = 36% measurements formulas application problems lateral and total surface area and volume problem-solving model problem plan solution for reasonableness Process: LOTS use making incorporates carrying out HOTS estimate solve evaluating HOW WILL STUDENTS REACH MASTERY? Essential Questions: Instructional Strategies: How will the knowledge be TRANSFERRED? (What will students be DOING, SAYING, and/or WRITING?) Formative Assessments: HOW WILL WE KNOW STUDENTS HAVE REACHED MASTERY?

15 Effective Questioning in Science/Mathematics How did you get your answer? Does your answer seem reasonable? Why or why not? Can you describe your method to us all? Can you explain why it works? What if you had started with rather than? What if you could only use? What have you learned or found out today? Did you use or learn any new words today? What did they mean? How do you spell them? What are the key points or big ideas in this lesson?

16 Instructional Strategies

17 Grade Level and Content Area: % Mastery: % Mastery: Knowledge and Skill Statement: Student Expectation(s) include Content and/or Process Skills: What is CHALLENGING and why? 8th Grade, Math The student uses procedures to determine measures of three-dimensional figures. 8.8C Students will estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume. 8.14B Students will use a problem solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Content: measurements formulas application problems lateral and total surface area volume problem-solving model problem plan solution for reasonableness Region 20 = 36% Process: LOTS use making incorporates carrying out HOTS estimate solve evaluating Formative Assessments: HOW WILL STUDENTS REACH MASTERY? Essential Questions: What is the relationship between lateral Instructional Strategies: Use of manipulatives geometry nets How will the knowledge be TRANSFERRED? (What will students be DOING, SAYING, and/or WRITING?) surface area and total surface area? DOING manipulating nets; measuring; calculating Visual representation drawing of two- solutions on paper and calculator What is the relationship between surface and three-dimensional figures SAYING using academic vocabulary to describe area and volume? measurements and compare surface area and Guided and independent practice volume Does the shape of the object matter in calculating surface area and volume WRITING explanation of how to complete the terms of volume versus surface area? problems, including accurate solutions; comparison of surface area and volume Completed nets with properly labeled measurements HOW WILL WE KNOW STUDENTS HAVE REACHED MASTERY?

18 What is the difference between Knowing & Understanding? Understanding Characterized by the kinds of relationships or connections that have been constructed between ideas, facts, procedures, etc. Requires two key cognitive process o o Reflection Communication Knowing Regurgitating facts Memorization with conceptual knowledge of content How do we use data to determine whether students merely know or actually understand the material?

19 Help Your Teachers Engage in Purposeful Planning Collect and Analyze Data on TEKS & SEs Review Curriculum Calendar/Scope & Sequence Consider District or TCMPC Curriculum Tools Use Unwrapping Document to Plan Lessons Collect and Analyze Data to Evaluate Teaching & Learning Make Necessary Adjustments

20 Other So Now What? Sessions Session 1 10:30 11:30 Session 1 10:30 11:30 Session 2 1:00 2:00 Session 2 1:00 2:00 Session 3 2:15 3:15 Session 3 2:15 3:15 Session 4 10:30 11:30 Session 4 10:30 11:30 Day 1 So Now What? How Do My Numbers Drive My Instruction in a K-5 Social Studies Classroom? So Now What? How Do My Numbers Drive My Instruction in a 6-12 Science Classroom? So Now What? How Do My Numbers Drive My Instruction in a 6-12 Social Studies Classroom? So Now What? How Do My Numbers Drive My Instruction in a K-5 ELAR Classroom? So Now What? How Do My Numbers Drive My Instruction in a K-5 Science Classroom? So Now What? How Do My Numbers Drive My Instruction in a 6-12 Math Classroom? Day 2 So Now What? How Do My Numbers Drive My Instruction in a 6-12 ELAR Classroom? So Now What? How Do My Numbers Drive My Instruction in a K-5 Math Classroom?