Using Data for Instructional ImprovementFollowing your last lesson, you discover only 60% of your students met the learning outcome. Not only did they demonstrate a lack of understanding through non

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 Using Data for Instructional ImprovementFollowing your last lesson, you discover only 60% of your students met the learning outcome. Not only did they demonstrate a lack of understanding through non

 Using Data for Instructional ImprovementFollowing your last lesson, you discover only 60% of your students met the learning outcome. Not only did they demonstrate a lack of understanding through non-written, observable formative assessments, but the data from their assignment as scored through use of a rubric revealed the majority of the class did not meet the objective.

Using one of the two instructional plans you previously created, determine the following: 

  • How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).
  • How you will address and re-teach with differentiation, so students meet the learning objective?
  • How you will employ students in the process of self-reflection and identifying areas of misunderstanding?
  • How you will reassess for the learning objective?
  • How will these instructional adjustments better prepare them for the impending summative assessment?

 James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com

  • Chapter 2: Using Data to Focus Instructional Improvement
  • Chapter 3: Using Soft Data to Bring Information into Focus
  • Chapter 6: Monitoring Progress and Midcourse Corrections 

 

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