Everyone seems to be talking about data all the time, but always in the context of reporting it out and discussing it at the school and district level. In my first and second grade classroom I share data with my students in several areas including reading, math, and behavior. I do a combination of whole class and individual data tracking and analysis with students. The individual work is done with each student as part of our CAFE reading conferences http://www.thedailycafe.com.
This year I hope to begin math conferencing where I will facilitate students to do reflection, goal setting and basic data analysis of their learning. I have had tremendous success when letting students know what their numbers are on an assessment, helping them learn how to set goals to achieve more, and then helping them look at the things they need to do to make that goal a reality.
For example, when progress monitoring with DIBELS reading assessment, my first and second grade students do all the data plotting and tracking themselves on their results. Not only do they learn math skills, but we discuss the trends that the data shows and if they are headed in the right direction (up), leveling out, or going down. Then we brainstorm how to change the trend if necessary. I do all this conferencing and work with students in a fun and relaxed manner- in no way do I increase their stress through this process. My students can even describe the meaning of a bell curve. ;) I like to think that I'm turning "data-driven" on its head in a really positive way and turning it into "data informed."
How are you making the data work for your kids instead of the other way around?
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