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mark.richardson
mark.richardson

TechTuneUP 2008, monday presentation

TechnologieFormation
1  sur  31
Data Guided Instruction
Why Data? ,[object Object],[object Object],[object Object]
What are your primary job responsibilities? ,[object Object],[object Object],[object Object]
21 st Century Skills
Don’t confuse data with NCLB! ,[object Object],[object Object],[object Object],[object Object]
Formative Assessment ,[object Object],Classroom (the black box) Systems Engineering Model Students, Teachers Requirements, Standards, Resources $$$, Curriculum Testing, Parent Needs, etc. INPUTS Competent students Satisfied teachers High test results OUTPUTS How Politicians See School
Black & Wiliam ,[object Object],[object Object],[object Object],[object Object]
Amount of Growth ,[object Object],[object Object]
Formative vs. Summative ,[object Object],[object Object],[object Object]
Black & Wiliam findings cont. ,[object Object],[object Object],[object Object]
Black & Wiliam findings cont. ,[object Object],[object Object],[object Object]
Providing effective feedback to pupils ,[object Object]
Active involvement of pupils in their own learning ,[object Object]
Adjusting teaching to take account of the results of assessment ,[object Object],[object Object]
Recognition of the influence assessment has on motivation and self-esteem of pupils, both of which are crucial influences on learning ,[object Object],[object Object],[object Object]
Students need to be able to assess themselves and understand how to improve ,[object Object]
Just 5 things...we can do that, right?!
[object Object],[object Object],[object Object]
Inhibiting factors cont. ,[object Object],[object Object],[object Object]
Teachers tend to assess quantity of work and presentation rather than the quality of learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Grading practices tend to lower self-esteem of pupils, rather than provide advice for improvement ,[object Object],[object Object],[object Object]
We use assessment to compare pupils with each other which demoralizes the less successful learners ,[object Object],[object Object]
Teachers’ feedback to pupils often serves social and managerial purposes rather than helping them to learn more effectively ,[object Object],[object Object],[object Object]
Teachers not knowing enough about their pupils’ learning needs. ,[object Object],[object Object],[object Object]
Frequent In Depth Data Use: What Kind? How Much? Formative = Diagnostic ,[object Object],[object Object]
Assessment that promotes learning… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Cycle What if they already know it? Differentiate Differentiate Blooms update!
Data Collection ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Analyze the Results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pinnacle Analytics ,[object Object],[object Object],[object Object],[object Object],[object Object]
Excel ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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