From time to time, when I’m doing a visual exploration of data, I make a coding error. But instead of my machine returning some random error message, I instead get an unintended visualization. Continue reading → Data as Art
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The #ObserveMe movement has been going on for a couple of years, but for those of you just hearing about it, #ObserveMe is an effort usually done by an individual teacher to gain constructive feedback on their teaching from their peers. Often, it uses a QR Code that is hung outside the classroom and leads to an editable document or form for the observer. It’s a grassroots effort for teachers to improve their practice by opening their doors. Continue reading → #ObserveMe with Data
Instructional coaching has been really hot lately, but for good reason. Having a thought-partner who pushes you to increase your own capacity, is transformative. While we are tracking student data, coaches need to keep track of how they are spreading their coaching.
This past week, the inspiring and innovative Learning2Asia conference was held at Shanghai American School. Continue reading → The Value is in the Observations and Conversations
A follow up to my first NCTM blog post gives a concrete example from start to finish of an initiative that utilizes student learning data, protocols, and action.
Continue reading → Using #EdDataStories to Reflect on Learning – Part 2
Likely at your school, you have certain benchmark points in the year when you are collecting large amounts of data. You might collect Standardized test scores in the Fall, Winter, and Spring; you might have final exams at the end of the year; or you might have quarter and semester grades happening at specific intervals. Continue reading → Fall Data Is About Getting To Know Your Students
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.
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.
Continue reading → Using #EdDataStories to Reflect on Learning
The question I get asked most frequently is, “What do I do with data?” The answer to that question depends on where you are and what you already do, but the starting point is much easier on the surface than most educators think. Continue reading → How To Do Data: 2 Simple Questions
One of the more difficult analyses that schools need to perform is comparing internal assessments to external assessments. Continue reading → Validating Your Assessments: Internal vs. External Comparisons