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Inquiry-focused Practice: Making Decisions about Learning in the Classroom

This presentation explores inquiry-focused practice, data for inquiry, and a framework for making decisions about learning in the classroom. It covers the knowledge and skills teachers need to effectively implement inquiry-based learning.

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Inquiry-focused Practice: Making Decisions about Learning in the Classroom

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  1. Inquiry-focused Practice: Making Decisions about Learning in the Classroom Margaret Heritage CCSSO Leadership Conference September 9, 2008 Milwaukee, WI

  2. Overview • Inquiry-focused Practice • Data for Inquiry • Framework for Inquiry-focused Practice • Knowledge and Skills Teachers Need

  3. The Question…. “Cheshire …,” Alice began rather timidly, “would you tell me please, which way I ought to go from here?” “That all depends a good deal on where you want to get to,” said the Cat. Lewis Carroll

  4. Inquiry-focused Practice • Where are my students now? • Where are my students going? • How will they get there? • How will I keep them on track? • How will I know when they have arrived? • How can I improve my teaching?

  5. Where are my students going? Curriculum, Instruction, and Feedback How can I improve my teaching? How will they get there? Data Action Analysis Student Learning How will I know when they have arrived? How will I keep them on track? Decision Interpretation

  6. One Size Does Not Fit All

  7. Assessment of Learning (AoL) Assessment for Learning (AfL) Purpose: What students have learned at a given point Where students are in their learning Judgment: Compare performance to an agreed standard or goal What to do to move learning forward Action: Adjustments to curriculum, instruction, programs.Monitoring. Reporting. Inform PD needs Adjustments to ongoing instruction

  8. Assessment Cycle (Wiliam, 2006) Type Focus Length Short Cycle Within a single lesson Five seconds to one hour Between lessons Medium Cycle One day to two weeks Long Cycle Between instructional units Two weeks to one year or more

  9. Data Sources

  10. Different levels of granularity for different purposes

  11. Data Sources

  12. Decision Model • SIMPLE DATA • Illuminate one aspect • Come from one perspective • Come from one point in time • SIMPLE • TO COMPLEX • DATA • Time frame • Type of data • Level of detail • SIMPLE ANALYSIS AND DECISION MAKING • TO COMPLEX ANALYSIS AND DECISION MAKING • Type of analysis • Frequency • Reliance on knowledge • Extent of participation Adapted fromCutting through the "data driven" mantra: Different conceptions of data-driven decision making. Ikemoto & Marsh, 2007 • COMPLEX DATA • Composed of two or more • interwoven parts • More multidimensional

  13. Types of Data Quarterly/Monthly/End of Unit Assessments Daily, WeeklyAssessments Annual State Tests Achievement and Other Data Level of DataAnalysis Simple AggregatedDescriptiveDisaggregatedDescriptive AggregatedDescriptiveDisaggregatedDescriptive Achievement and Other Data Factors contributing to results Daily/Weekly Reveal reasons for individual weaknesses in learning Identify individual misconceptions Identify the gap between current learning status and desired short-term learning goals Quarterly/Monthly Assessments Strengths/weaknesses in curriculum and instruction Differences among groups Strengths/weaknesses in individual and groups’ learning Progress monitoring for individuals Annual State Tests Strengths/weaknesses in curriculum and instruction Differences among groups Strengths/weaknesses in individual and groups’ learning Distribution Distribution Comparative Analysis Classroom-wide Patterns Multiple Probes During Instruction/Learning Longitudinal Analysis Correlation Analysis Classroom-wide Patterns/Trends Students’ Current Level of Functioning Complex

  14. Knowledge • Validity • What data can be used for what purpose/decision • Alignment • Reliability • Interpretation of scores: • Interpretation of single test score • Item analysis • Triangulation

  15. Skills • Asking questions • Analysis • Interpretation • Action to improve learning

  16. Professional Inquiry “The more teachers developed methods of professional inquiry, articulated ways of knowing, and determined standards for knowledge in practice, the more teachers would have interpretive power, which could contribute to improving both their own teaching and theirs and others’ learning.” (Ball & Cohen, 1999:16)

  17. The Answer…. “Cheshire …,” Alice began rather timidly, “would you tell me please, which way I ought to go from here?” “That all depends on what your data tell you?” said the Cat. Lewis Carroll

  18. Margaret Heritage mheritag@ucla.edu

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