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… 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
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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.
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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.
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This is because:
Our core business
is to know that
every student is succeeding
and that their
learning outcomes are maximised.
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…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.
… shifting the spotlight from teaching to learning
Strong Curriculum
and Pedagogy
Purposeful Use of Data
Coaching and Feedback
State Schools Strategy2014-2018
Darling Down South WestThree Pillars
Context:
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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.
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Why is Data collection important to
teaching and learning?
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Individually:List 3 ways you collect evidence that inform your teaching and learning.
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With your elbow partner:How do you use this evidence
to inform your teaching and learning?
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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.
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Data Survey Results:
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.
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Data Survey Results:
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.
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Leach, T., Abawi, L. (2015). Developing distributed pedagogical leadership capability: approaches, findings and possibilities. Unpublished manuscript.
Purposeful Use of Data Model
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Purposeful Use of Data Processes:
Turning numbers into teaching and learning
language..
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Shifting the spotlight from teaching to learning:
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Turning numbers into teaching and learning language:
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Putting Faces on the Data:
Place students names in
each band
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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.
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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.
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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.
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Looking back, Looking forward:
Reflect upon how the purposeful use of data enhances teaching and learning.
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MacWay to writing success:
An Action-Research Partnership Project
for the MacIntyre Cluster2014
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Project overview:
WhyThe combined cluster NAPLAN data indicated that writing was one
of the top three areas of need.
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Project overview:
HowEstablished a common writing approach and process for participating teachers, to support their pedagogy and
understanding of the writing process.
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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
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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
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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
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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
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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
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Collect… NAPLAN Results – Yr 5 Writing
Interrogate ...
Data Analysis:
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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:
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Data Analysis:
4 focus areas for improvement were identified:
•Text Structure•Sentence Structure•Punctuation•Vocabulary
Infer…
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Verify…
Collect and mark awriting sample
Data Analysis:
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Plan…
Conduct an intensive teaching project with the Year 4s over an 8 week period.
Responding to the Data:
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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:
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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
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What will we do?
Strong Curriculum and Pedagogy
Responding to Data:
Implement…
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Do we have everything we need?
Coaching and Feedbackunderpinned by
Strong and supportive leadership
Responding to Data:
Implement…
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How will we know when the children are learning?
Purposeful Use of Data
Responding to Data:
Assess…
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Looking back, Looking forward:
Reflections for whole school and classroom responses