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How Does Data Analysis Influence Your Instructional Planning?

How Does Data Analysis Influence Your Instructional Planning?. Traditional Approach Open up the Text book and begin, see how far I can get. Choose what parts of the book I want to teach. Teach concepts chosen by individual teacher. Windsor C-1

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How Does Data Analysis Influence Your Instructional Planning?

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  1. How Does Data Analysis Influence Your Instructional Planning?

  2. Traditional Approach Open up the Text book and begin, see how far I can get. Choose what parts of the book I want to teach. Teach concepts chosen by individual teacher. Windsor C-1 Identify Concepts/Standards (GLE’s, ACT, National Standards, Local) to be taught with a particular unit. What is Instructional Planning?

  3. Instructional Planning Step 1 • Identify theConcepts (standards) that you will be teaching for the given unit.

  4. Instruction:Whole/Small/Individual DI units (Tiered Assignments) Cooperative Learning Implementation of Technology Daily Concept Checks Enrichment Instruction Small Group/ Individual Instruction Anchor Activities Aligned Curriculum Pre-Assessment Formative Summative Identify Student Learning Styles Remediation

  5. Windsor Curriculum Template • See curriculum binder

  6. Components of the Curriculum • Unit Title: • Concepts:GLE, ACT, National Standards, Local Standards • BI or Competency: see next slide • Essential Questions:Questions designed to attract student interest and assign meaning to the Unit

  7. Big Idea:Term used by DESE to identify overall theme of the GLE Strand. Competency:Windsor term used to describe overall theme of the unit. Due to the possibility of multiple BI’s being taught in a unit a new overall statement (competency) is created to summarize all of the concepts being taught.

  8. Competency Example • Parts of the competency • All students will • Bloom’s/DOK verb • Statement summarizing concepts • Measurable indicator

  9. Competency Example cont. • All students will • assess • the reasons why the colonist declared independence from Great Britain • at 80% proficiency (80% is lowest). • Percentage is cut off for Mastery Manager • Competency is A+ tracked objective

  10. Practice Competency Writing • Use Curriculum binder • Looking at your IC, identify first Unit/Strand to be taught 3rd quarter

  11. Backward Design • Understanding by Design: Wiggins and McTighe “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction” - Stephen R. Covey

  12. Backwards Design • Instead of beginning with textbooks, favored lesson, or time honored activities, start with targeted goals or concepts to be covered. • Concepts become the criteria by which assessments are prepared, instructional procedure are developed, and materials are selected.

  13. Instructional Planning Step 2 • Develop or Examine the assessments you will be giving • Summative • Formative • Pre-Assessments • Performance Based Project (rubric must be included) * If you give other assessments (quizzes, unit test) during the unit, use Analyzing Classroom Assessment worksheet to determine if it is necessary to continue to give them. (Selective Abandonment)

  14. Instruction:Whole/Small/Individual DI units (Tiered Assignments) Cooperative Learning Implementation of Technology Daily Concept Checks Enrichment Instruction Small Group/ Individual Instruction Anchor Activities Aligned Curriculum Pre-Assessment Formative Summative Identify Student Learning Styles Remediation

  15. Traditional Multiple types of questions(T/F, Matching,Fill in the blank) No formal alignment to unit standards Little to no feedback given other than a grade or percentage No formal alignment to Bloom’s or DOK’s Multiple low level questions Multiple questions assessing the same concepts Windsor C-1 Question types mirror those that students are exposed to on state and national test (MC, CR, PE) All questions are aligned to the standards in the unit. Due to formatives, teacher is aware of when students are ready to take the test Descriptive feedback given Alignment to Bloom’s and DOK’s Audited for Quality Summative Assessments

  16. How do you develop a Summative Assessment? • 1. Using your curriculum template, develop questions that address all the concepts covered in the unit. • 2. After questions have been developed, check to make sure all concepts have been covered. Do you have enough questions for each concept to assess mastery?

  17. Summative Assessment Guidelines • 1. Use only MC, CR, PE questions. No T/F or Matching. • 2. 15-20 questions total • 3. Questions documented on district template • 4. Use Assessment Audit Tally Sheet to check for quality. • 5. Turn into C.O. for approval.

  18. Instruction:Whole/Small/Individual DI units (Tiered Assignments) Cooperative Learning Implementation of Technology Daily Concept Checks Enrichment Instruction Small Group/ Individual Instruction Anchor Activities Aligned Curriculum Pre-Assessment Formative Summative Identify Student Learning Styles Remediation

  19. Traditional Quizzes Worksheets Homework Students given grades Little or no descriptive feedback given. Only feedback is point or percentage total Windsor C-1 Sampling of questions (3-5) aligned to the standards Daily Checks Non graded. Used as a report to let teacher know if students are understanding the concepts of the unit. Used to modify and pace instruction Formative Assessments

  20. How to develop a Formative • 1. Using your curriculum template, develop questions that address all the concepts covered up to that point in the unit. • 2. After questions have been developed, check to make sure all concepts taught up to that point have been covered. Only need 1-2 questions per concept.

  21. How to develop a Formative • 1. Use only MC questions • 2. 4-5 questions • 3. Questions documented on district template • 4. Use Assessment Audit Tally Sheet to check for quality. • 5. Turn into C.O. for approval.

  22. How to develop a Formative • Formative (non-graded) • Serves as a report to modify instruction Note: If no feedback is given and teacher is just tallying points, it is not a formative assessment, it is a traditional quiz.

  23. Instruction:Whole/Small/Individual DI units (Tiered Assignments) Cooperative Learning Implementation of Technology Daily Concept Checks Enrichment Instruction Small Group/ Individual Instruction Anchor Activities Aligned Curriculum Pre-Assessment Formative Summative Identify Student Learning Styles Remediation

  24. Traditional Not administered Windsor C-1 Same format as summative assessment Questions aligned to concepts covered during the unit/quarter/semester Aligned to Bloom’s and DOK’s Audited for Quality Not averaged into students grades Used to assist teachers in instructional planning/pacing Pre-Assessments

  25. How to develop a Pre-Assessment • 1. Using your curriculum template, develop questions that address all the concepts covered in the unit. • 2. After questions have been developed, check to make sure all concepts have been covered. Do you have enough questions for each concept to give you the necessary information for instructional planning?

  26. Pre-Assessment options • Use district made (Quarter/Semester) • Use Summative as Pre-Assessment • Notify C.O. in advance • This is a report. Do not go over with students or reveal answers!

  27. Instruction:Whole/Small/Individual DI units (Tiered Assignments) Cooperative Learning Implementation of Technology Daily Concept Checks Enrichment Instruction Small Group/ Individual Instruction Anchor Activities Aligned Curriculum Pre-Assessment Formative Summative Identify Student Learning Styles Remediation

  28. Instructional Planning Step 3 • Planning Instructional Activities • Looking at the Concepts for the unit, determine the amount of time needed to address each concept • Look at Pre-Assessment data • Look at MAP Data • Look at other applicable data

  29. Step 3 cont. • Design Whole and Small Group activities to teach and practice with the concept • At grade level • Above grade level • Below grade level

  30. Instruction:Whole/Small/Individual DI units (Tiered Assignments) Cooperative Learning Implementation of Technology Daily Concept Checks Enrichment Instruction Small Group/ Individual Instruction Anchor Activities Aligned Curriculum Pre-Assessment Formative Summative Identify Student Learning Styles Remediation

  31. How to Analyze Data Using Mastery Manager

  32. Data Analysis Worksheet

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