When it comes to presenting data, protocols for data, and the administrative use and sharing of data – there’s a lot to know. High level stats, privacy rights, statistical coding, and more… yet we ask professionals who are experts at lesson design to be aware of all of this and how to leverage data to measure effectiveness. I simplify it down to one simple rule: (more…)
Data should empower. Data should provide insights. Data should inspire more questions. Without a positive framework, capacity building, and expertise – data is often thought of as scrutinizing, overly subjective, and a burden.
So let me propose my model: (more…)
Over at YouCubed, Jo Boaler and the team have released the second edition of the “Week of Inspirational Maths” (WIM). The lessons promote mathematical growth mindsets, dispel discouraging myths about learning, and give engaging tasks with access points for all learners. (more…)
One of the most worrisome parts about Big Data in schools is the unethical targeting of teachers based on single data points — often misused. It’s therefore imperative that specialists, well-versed in statistics, are present for data based conversations. Here’s a great example: (more…)
At the end of last year, I had presented what I had thought were beautiful and informative data reports, analyzing millions of data points across 9 years. I took my findings to my administration expecting that they might offer me praise, redefine or add a possible role for me, and give me some free lance duties as a data expert. However, the reaction I received was quite different. (more…)