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¶ … driven) instruction?
DDI is a systematic and precise method designed to enhance learning by students. The cycle of inquiry for data driven instruction entails assessment, analysis of the student performance and action. It is a central causal factor for the realization of student success. The student tasks indicate to us what our learners are capable of doing and what they know. They also indicate points of weakness in their learning activities. The central question is how to make use of such data to close the gaps in the learning process. Experts in the education sector cite the use of data driven instruction and inquiry as an important tool in improving student performance (Data Driven Instruction, 2016).
What did you learn in the program you are now completing, including in student teaching, about the use of data-supported instruction?
The data that shows student achievement is highly valuable in helping education managers to make good decisions about instruction. The program of the course has provided five recommended strategies that would help school heads to maximize on the benefits of student achievement data (Bongiorno, 2011):
i. Data should be a central consideration in the continuous instructional improvement
ii. Students to examine their data and set own goals iii. Encourage a school-wide data usage
iv. Support for data driven culture
v. Establish a data system for the whole district
3. Which courses were most helpful in this regard?
Mathematics related subjects with data interpretation and analysis elements were the most helpful.
Data interpretation enables teachers to establish both strengths and weak aspects of their learners. Teachers can develop strategies for helping students improve in their weak areas; based on what they learn from the data provided. Teachers also need to slow down and question the trends in the interpretation and analysis phase (Bongiorno, 2011).
4. What are the specific uses you have made of data-supported instruction in your practicum?
Teachers need to apply explicit learning instruction to both elementary...
Teachers may also discover the factors that motivate the performance of their learners. That way, they can adjust their approaches to meet their learners' needs better (Bongiorno, 2011).
It is easier for learners to interpret and set their own learning goals if they understand the expectations of performance and the criteria for assessment. Teachers need to clarify the knowledge, content and the skills that they expect their learners to master in the whole school year. They should clarify such specifics as the goals for lessons, performance tests, assignments and the criteria for assessing performance in these tasks.
ii. Feedback from teachers will help learners to figure out their strengths and weak points. It also helps them identify the areas that need improvement. Peer reviews and student-developed instructions are effective tools.
5. What are some of the ways knowledge of and skill in using data-supported instruction have made a difference in your instructional practices?
The team developing a written plan that ties data to the goals of the school should also make sure that such goals are achievable, relevant and measurable. The plan must be driven by action aspects including specific activities for data use, roles of staff, responsibilities and timelines for action. This aspect should be included in the strategic plan of the school and other plans including plans for funding (Bongiorno, 2011).
As a leading outfit, the team facilitates an environment that encourages staff to participate in data use. Subject level meetings can be used to foster collaboration among staff members. Monthly meetings to monitor progress on data use can also be an effective follow up strategy.
By providing data facilitators and similar instructional professionals; including a continuous development of staff skills, the whole school team benefit by gaining a deep understanding of the roles they play in the use of data. The support aspects provided by the leadership teen help to build a culture of data use to inspire decision-making in school [programs (Bongiorno, 2011).
6. Critically discuss and evaluate the principle that methods of instruction and intervention should be data-supported. Should all instruction be data-supported? If so, why? If not, why…
References
Barbara Means, Lawrence Gallagher, & Christine Padilla. (2007). Teachers' Use of Student Data Systems to Improve Instruction. Jessup: U.S. Department of Education.
Bongiorno, D. (2011). Student Assessment. Virginia: U.S. Department of Education.
Data Driven Instruction. (2016, October 9). Retrieved from Engage: https://www.engageny.org/data-driven-instruction
Jerry L. Johns. (2002). What is Evidence-based reading instruction? Newark: International Reading Association.
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