From Reactive to Proactive INTERACTIVE data

The large majority of data collated and analyzed by schools and districts is reactive.  We’re looking at summative assessments after the unit, we’re looking at standardized results at the end of the year.  Naturally, reactive protocols cause reactions in teachers and administrators.

Continue reading → From Reactive to Proactive INTERACTIVE data

Using #EdDataStories to Reflect on Learning

I was recently asked to write for the National Council for Teachers of Mathematics “Teaching Children Mathematics” Blog.  My post asks each of you to look at the way you currently use data and to make a shift.

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You can read part 1 (with future installments to follow) on the TCM Blog: [link]



Disclaimer: The data and graphics used on this site are simulated re-creations intended to protect the privacy of the original data sources.

Teachers Need to Play Too: Interactive Data is Better

A novel builds character arcs before a climax; a comedian gives a setup before a punchline; and research papers place the results section before the discussions and conclusions section.  It’s simple:

People make deeper connections when anticipation builds and finality is with-held.

Continue reading → Teachers Need to Play Too: Interactive Data is Better

A Way to Fix Your Survey Analyses

Surveying is a powerful tool for uncovering perception data. Whether it’s surveying your teachers for morale or efficacy perceptions, your community for satisfaction perceptions, or your students for their perceptions on their own learning, almost every school employs some form of perception survey.

We may argue about survey design, or over specific items in the survey, but I think the bigger problem is in the analysis and representation.

Continue reading → A Way to Fix Your Survey Analyses