Truthfully, I was a bit skeptical of "data-driven collaboration." I wasn't sure what it was, but envisioned circulation stats or attendance as the data to which they were referring. So, I was very impressed with the chapter once I realized the data they meant. I liked how Buzzeo stats that if we are going to be true collaborative/teaching partners, we too must carry the responsibility for our students gaps in learning! Put up or shut up..
I loved this chapter...I felt that the role of the LMS, for the first time, was really outlined in regards to impacting student achievement. But...where/how do we find out what the gaps/deficiencies are for our students??? At the end of the year does Fil compile a list: First graders- deficient in inferencing; second graders- deficient in identifying main ideas. Do you get this feedback at the elementary levels? Marcia? Knowing this would be an ideal way to initiate collaborative projects. As a class room teacher I would welcome the opportunity to share the burden of addressing these deficits. I think this is something we should explore. Perhaps bring it up at our next dept. meeting with Rob?
Once again the model projects were very good...and "do-able!"
Did anyone else have an epiphany with this chapter??? Looking forward to every one's thoughts on data-driven collaboration.
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I don't currently get gap/deficiencies info. but
ReplyDeleteagree that armed with that we would be better able to impact student achievement. It takes it all back to being focused on student learning and understanding the instructional needs and would provide a stronger basis upon which to
form collaborative effort ideas. Good topic for next department meeting.
I, too, appreciated the way that Toni addresses this issue. My understanding of the process for obtaining this information is through the Data mentor information which we first learned about in our LSTA grant with the other BOCES 2 schools.
ReplyDeleteA couple of times I have had the opportunity to work with teachers (basically through conversation) when (s)he realized that the first time of trying a project didn't work so well. We discussed where the breakdown might have happened, and how we could correct it for the next time through. Neither time involved a formal analysis of data.
After reading this chapter, I decided to make an appointment with Lisa Monatanaro (OMS curriculum specialist) to discuss the whole idea. She regularly works with the Data Mentor results. I'm going to guess that last year's test data is stored away somewhere, but Lisa will know the best way to get to it.
Perhaps I'll even encourage her to take a look at the book.
WOWZA! After Jines and play went home and read the chapter (actually did four before three because of our discussions on Sunday). At our third grade meeting on Thursday, Scott showed us datamentor.org. I'm sure we've been on it before (think Barb T. from BOCES), but had forgotten all about it. So let's continue with this thread at the meeting with Scott. I think we can do wonders!
ReplyDeleteThank you Suzanne for setting up a meeting with Scott to go over DataMentor. March 18th, Barclay School at 7:30. Talk about timing. I will also try to find out to what capacity we use this at the HS level. I thought I recalled, from our Barb T. session, that this was primarily for elementary students...Marcia, let me know what Lisa says. I'm looking forward to more discussions on this topic.
ReplyDeleteWell, here i am! Late to the party, but I'm just as excited to be here as the rest. I loved the meeting with Scott about DataMentor! I am the type of person who needs someone to get me to the right place and walk me through it. When i have a lesson targeting one thing, eg. read aloud building background information, it's nice to have that little bell go off when I can bring in something that needs work on, eg. prediction or inferencing.
ReplyDeleteI also like the examples of lessons Buzzeo includes. For instance, having students record the text features that helped them find useful information. I'm also stressing "cite your sources" but to cite what they used within the resource to find the info is new to (silly old) me. Good idea!