Thinking about how to truly begin looking at data to begin driving instruction . . .
- How does a teacher truly assess each and every student's understanding in order to guide instruction individually? Assessments need to be intentional and focused on specific skills students need to master. Teachers need to know where each student's understanding is all the time, and then what each student needs in order to move forward.
- How does a teacher plan instruction to allow time for each level of learner to be met "where he/she is" in his/her understanding? This means students whose understanding is advanced can move ahead while staying engaged and challenged. Students whose understanding is appropriate can receive the support to move their thinking forward. Students who don't understand will have the opportunity to build the skills necessary to understand. All students move toward greater independence in their own learning. Time to work independently needs to be the largest chunk of class.
- How well do teachers really know how to assess the data they collect? In order to assess data, a teacher needs to understand the skills being assessed and not only what it looks like when those skills are mastered, but what skills are lacking if a student does not show mastery, in order to fill in those gaps through instruction.
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