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Data-Driven Instruction: What does that really mean?

Data-Driven Instruction: What does that really mean?. Sheila Jones, Loudoun County Liz Payne, Fairfax County July 2013. Session Objectives. How to look at student data and use the data to drive instruction E xplore ways to implement strategies to meet the diverse needs of students

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Data-Driven Instruction: What does that really mean?

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  1. Data-DrivenInstruction: What does that really mean? Sheila Jones, Loudoun County Liz Payne, Fairfax County July 2013

  2. Session Objectives • How to look at student data and use the data to drive instruction • Explore ways to implement strategies to meet the diverse needs of students • active learning activities to teach content • create assessments and instructional materials for English Language Learners (ELL) • Learn from colleagues what is working • Answer – why is this important?

  3. Fitness Pre-Test Results TEACHER 1 TEACHER 2

  4. 1. Cardiorespiratory endurance is: a) The body's ability to push or pull with all its force b) The ability to move a joint through its full range of motion c) The ability of the heart, blood, blood vessels and lungs to supply oxygen to the body d) The body's response to a flexibility program 2. The muscle's ability to work over a long period of time is: a) Flexibility b) Body composition c) Intensity d) Muscular endurance 3. Resistance training is: a) Activity that places an additional force against a muscle or muscle group b) Combination of balancing a healthy diet and exercise c) Best way to improve cardiorespiratory endurance d) Body's ability to use fat as an energy source 4. Resistance training helps: a) Develop muscular strength b) Develop muscular endurance c) Control body composition d) All of the above 5. Which one of these is not a function of fat mass? a) Protecting organs b) Absorbing vitamins c) Burning oxygen • d) Source of energy • 6. Body composition refers to: • a) The combination of fat-free mass and fat mass • b) The number of fat cells a person is born with • c) How tall a person is compared to his/her height and weight • d) The number of push-ups a person can do compared to his/her weight 7. Being able to do more than 12 bicep curls will help improve: a) Flexibility b) Muscular strength c) Cardiorespiratory endurance d) Muscular endurance 8. To improve muscular strength: a) Stretch the muscles every day b) Work the muscles to near maximal force c) Complete an exercise at least 20 times d) Run five miles up and down hills 9. When improving flexibility, the parts of the body that are stretched are: a) Tendons, ligaments and bones b) Tendons, ligaments and muscles c) Ligaments, bones and muscles d) Ligaments, tendons and bones 10. Dynamic stretches involve: a) Help of another person to hold the body part in position while contracting the muscle and after contraction, relaxing the muscles b) Moving parts of the body continuously while gradually increasing reach, speed of movement or both gently through a full range of motion c) Stretching a muscle to the point of mild for an extended period. d) Rapid bobbing, bouncing, or jerky movements that use the body's momentum to stretch. 11. What is one benefit of an active lifestyle? a) Time to positively participate with others b) My blood pressure rises c) My resting heart rate increases d) My muscular endurance decreases

  5. What do the results show?

  6. Instructional planning considerations • What do we want students to know and be able to do? • VA Standard 3: The student will demonstrate the ability to independently apply basic principles of training and scientific concepts and principles to increase physical activity and improve personal fitness. • How do we know they got it? • Assessments of (during learning) and for (after learning) assessments • How do we get them there? • Plan for learning day–to–day • What do we do if they get it (early success) or don’t get it (challenges)? • Intervene – Extend

  7. But….I have those students

  8. Components of Fitness Assessment (ELl Level I)

  9. Same Assessment for ell Levels II-III

  10. Study Guide

  11. Principles of Exercise Assessment

  12. Same Assessment for ell Levels I-II

  13. Active Learning Strategies • Teaching content through active, engaging instructional strategies • Let’s get active • Group Directions: • Using the same activity, how can you modify to help students with higher level content or different content that matches Teacher 1 or Teacher 2 needs as evidenced from the pre-test results: Resistance training is Resistance training helps Function of fat mass Body composition Muscular endurance defined/example To improve muscular strength Parts of the body stretched for flexibility Dynamic stretches Benefit of an active lifestyle

  14. Post Test: How did students do? First, we need to ask - • What do you think the data will show? • How do we define success? • What is percentage change?

  15. Fitness Post-Test Results TEACHER 1 TEACHER 2

  16. What do the post-test results show?

  17. Reflection • The “unit” is over – what do you do with the post-test data? • What is the relationship between the teacher’s knowledge and the student’s knowledge? • Which teacher is more effective?

  18. Connections –Why is this important? 1. Professional Knowledge Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. 2. Instructional Planning Plans using the Virginia Standards of Learning, the school division’s curriculum, effective strategies, resources, and data to meet the needs of all students. 3. Instructional Delivery Effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment of and for Student Learning Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. 5. Learning Environment Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. 6. Professionalism Maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. 7. Student Academic Progress Work of the teacher results in acceptable, measurable, and appropriate student academic progress.

  19. Additional Questions / Information Liz Payne, Ed.D. Coordinator for Health, Family Life Education, and Physical Education Fairfax County Public Schools 571-423-4553 etpayne@fcps.edu Sheila J. Jones Supervisor, Health, Physical Education, and Driver Education Loudoun County Public Schools 571-252-1607 Sheila.Jones@lcps.org

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