… shifting the spotlight from teaching to learning transforming your pedagogy through the...

… shifting the spotlight from teaching to learning

Transforming your Pedagogy through the

Purposeful Use of Data

Tania Leach, Susan Evans and Wendy LuscombeDarling Downs South West Regional Project Officers


We are learning to:

• Review why purposeful data collection and analysis is important from an evidence-based and classroom perspective.

• Develop future actions to enhance evidence-based pedagogical decisions and practices.


What I am looking for:

:•Reflect upon how the purposeful use of data enhances teaching and learning.

•Consider provisions for future data collection, analysis and use.


This is because:

Our core business

is to know that

every student is succeeding

and that their

learning outcomes are maximised.


…schools are often "data rich and information

poor…“DuFour, R., DuFour, R., Eaker, R., and Many, T. (2015). Learning by doing: a handbook

for professional learning communities at work. Solution Tree Press.


Strong Curriculum

and Pedagogy


Coaching and Feedback

State Schools Strategy2014-2018

Darling Down South WestThree Pillars

Context:


Research Base:

• Sharrat and Fullan (2011) All data sets have limitations and learning requires insight.

• Lai and Schildkamp (2013) Highlight the alignment between time, context, and skills to

use data, student achievement improves.

• Faria, Heppen, et al. (2012) Highlight how school-level supports for data use directly align to higher student achievement.


Why is Data collection important to

teaching and learning?


Individually:List 3 ways you collect evidence that inform your teaching and learning.


With your elbow partner:How do you use this evidence

to inform your teaching and learning?


Data Survey Results:

Question 1: How do you decide what you will cover (the content) with your students?

•68% of teachers only use curriculum documents.

•16% of teachers use data with curriculum documents.



Question 2: How are you currently collecting data?

•90% of teachers identified informal formative tools e.g. observations.

•2% of teachers identified external standardised or whole school diagnostic tools e.g. NAPLAN, PAT.



Question 3: How do you use the data to inform your teaching and learning?

•Grouping students was the most popular response. However, 67% of those respondents could not identify the targeted teaching requirements within each group.


Leach, T., Abawi, L. (2015). Developing distributed pedagogical leadership capability: approaches, findings and possibilities. Unpublished manuscript.

Purposeful Use of Data Model


Purposeful Use of Data Processes:

Turning numbers into teaching and learning

language..


Developing shared metalanguage:


Creating a holistic picture of student learning:


Shifting the spotlight from teaching to learning:


Mobilising your Data Knowledge:


Turning numbers into teaching and learning language:


Putting Faces on the Data:

Place students names in

each band


Identify targeted teaching areas:

• Step 1: Isolate separate bands of students.

• Step 2: Scan the criteria to identify areas for interrogation.

Step 3: Write two of these under the students’ names on the NAPLAN typical teaching tips sheet.


Identify targeted teaching areas:

• Step 1: In the NAPLAN writing rubric locate the criteria and group score

• Step 2: Identify the knowledge and skills within the achieved score and compare this to the next score .

• Step 3: Isolate the key aspects student need to learn.

Step 4: Write the targeted areas in the dot points under the bands’ typical teaching areas, taking into consideration pedagogical impacts.


Verify targeted teaching areas:

Step 1: Review and group student samples.Step 2: Identify the knowledge and skills demonstrated using the Naplan marking guide.Step 3: Adjust targeted teaching areas.


Looking back, Looking forward:

Reflect upon how the purposeful use of data enhances teaching and learning.


A Cluster Perspective


MacWay to writing success:

An Action-Research Partnership Project

for the MacIntyre Cluster2014


Project overview:

WhyThe combined cluster NAPLAN data indicated that writing was one

of the top three areas of need.


Project overview:

HowEstablished a common writing approach and process for participating teachers, to support their pedagogy and

understanding of the writing process.


Project overview:

What•Provided Professional Development to build knowledge•Purchased support resources to support implementation•Developed a specific approach and process to ensure the consistency and validity of the project and resulting data•Implemented an Observation and feedback cycle•Created a PLC for participant discussion, reflection and sharing


Final Data – Prep-Year 2:


Final Data – Year 3-7:


Positives:

• Better student engagement• Increased enthusiasm and confidence towards

writing• Applicability across multiple ability levels and year

levels• Structured, well planned approach that was easy to

implement and understand• Enriched student writing skills and techniques• Improved academic results


Polishers:

• Program is more beneficial within high school context, when a cross-curricula, school wide approach is implemented

• Evidence-based decisions• Incorporate purposeful use of data into current

curriculum and not as a stand alone process• Refine program for the P-2 students


Recommendations:

• Use project findings to engage in improved data literacy for teachers

• Adopt this program across all MacIntyre cluster schools• Implement the project’s evidence-based approach and

research-based process, to familiarise new teachers and students

• Produce a cluster proofreading and editing approach to support the writing cycle


Looking back:


Looking forward:

•Build teacher capacity around data analysis and the purposeful use of data available •Implement the program across the MacIntyre cluster as the “MacWay Approach”•Investigate specific PD for our P-2 teachers


A School Perspective


Collect… NAPLAN Results – Yr 5 Writing

Interrogate ...

Data Analysis:


Relative Gain Data

Data Analysis:


Year 3 2012

Year 5 2014

Data Analysis:


Infer…

As many of the students were ‘failing to thrive’ in writing, from mid Year 3 to mid Year 5, we needed to focus on our Year 4 cohort.

Data Analysis:


Data Analysis #2

Interrogate…

Data Analysis:


Data Analysis:

4 focus areas for improvement were identified:

•Text Structure•Sentence Structure•Punctuation•Vocabulary

Infer…


Verify…

Collect and mark awriting sample

Data Analysis:


Plan…

Conduct an intensive teaching project with the Year 4s over an 8 week period.

Responding to the Data:


Plan… Reflective Questions:

•What will we do?•Do we have all we require?•How will we know when the children are learning?

Responding to the Data:


Responding to Data:

“Three Pillars” form a central focus of our work within the Darling Downs South West Region:

•Purposeful use of Data•Strong Curriculum and Pedagogy•Coaching and Feedback


What will we do?

Strong Curriculum and Pedagogy

Responding to Data:

Implement…


Do we have everything we need?

Coaching and Feedbackunderpinned by

Strong and supportive leadership

Responding to Data:

Implement…


How will we know when the children are learning?


Responding to Data:

Assess…


Responding to Data:


Looking back, Looking forward:

Reflections for whole school and classroom responses


Transforming your Pedagogy through the


… shifting the spotlight from teaching to learning transforming your pedagogy through the...

Documents

data use

learning outcomes

data sets

data rich

purposeful data collection

data survey results

targeted teaching requirements

data collection important