Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved Data Driven Dialogue:...
-
Upload
brittney-ross -
Category
Documents
-
view
215 -
download
0
Transcript of Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved Data Driven Dialogue:...
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Data Driven Dialogue:Data Driven Dialogue: Facilitating Collaborative InquiryFacilitating Collaborative Inquiry
Developed byBruce Wellman and Laura Lipton
Day Four
QuickTime™ and aNone decompressor
are needed to see this picture.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Seeing Systems 3 – 2 – 1 +1Seeing Systems 3 – 2 – 1 +1H/O p. 26H/O p. 26
3 – Strong suits
2 – Growth areas
1 – point to ponder
“Now this little model is special-made for committees…………….It comes equipped with one gas pedal, four steering wheelsand ten sets of brakes.”
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
The “D’s” of DataThe “D’s” of Data
Deny
Discover
Distort Determine
Defend Decide
Delete Deliberate
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
A Change FormulaA Change Formula
Change = AxBxC>X
A- Shared dissatisfaction
B- Shared vision
C- Knowledge of practical next steps
X- Cost of change
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Seeing Systems 3 – 2 – 1 +1Seeing Systems 3 – 2 – 1 +1
3 – Strong suits
2 – Growth areas
1 – point to ponder
Leading SystemsLeading Systems
Clear and Agreed Upon StandardsClear and Agreed Upon Standards
Technological Infrastructure: How we know
Managing Data
• Identifying
• Organizing
• Accessing
• Displaying
Leading SystemsLeading Systems
Clear and Agreed Upon StandardsClear and Agreed Upon Standards
Organizational and Individual Capacities: What we talk about
Structural Capacities
• Aligned curriculum
• Aligned instruction
• Aligned assessments
Technical Capacities
• Assessment literacy
• Data analysis skills
• Learning-focused instruction
• Learning-focused supervision
• Learning-focused professional development
• Standards-based grading/reporting
Professional Capacities
• Knowledge of the structure of the content discipline(s)
• Knowledge of self (values, beliefs, standards
• Knowledge of teaching skills and strategies
• Knowledge of learners and learning
Leading SystemsLeading Systems
Clear and Agreed Upon StandardsClear and Agreed Upon Standards
Sociological Infrastructure: How and why we talk
Attention to Task
• Learning-focused
• Time and energy efficient
• Data-driven
Attention to Process
• Shared tools and structures
• Learning-focused conversations
• Data-driven dialogue
Attention to Relationship
• Shared norms and values
• School culture
• Professional community
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Compass PointsCompass Points
North– Just get it done.
East – Look at the big picture.
South– Consider everyone’s
feelings
West – Pay attention to details.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Compass PointsCompass Points
Go to your compass point of preference.
Form clusters of 3-4.
Create a T-Chart listing the strengths and limitation of that preference.
Strengths Limitations
When a person pausesin mid sentence to choose a word,
that’s the best timeto jump in and change the subject.
The more sentences you complete. The higher your score. The idea is to block the other guy’s thoughts and express your own. That’s how you win.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Blocks to Understanding:Blocks to Understanding:“I” Listening“I” Listening
Be aware of
• Personal Referencing
• Personal Curiosity
• Personal Certainty
Pg. 20
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Join your
and share some of your experiences with these listening patterns.
Pair and SharePair and Share
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
““I” ListeningI” Listening
Personal referencing
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
““I” ListeningI” Listening
Personal curiosity
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
““I” ListeningI” Listening
Personal certainty
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Intervening withIntervening with “I”“I” ListeningListening
• Personal Referencing“How much detail do you need to move forward
with this item?”
• Personal Curiosity“How many of you are interested enough in this
topic to stick with it at this point in time?”
• Personal Certainty“How many of you are still exploring possibilities
here and are not yet ready to move to solutions or proposals for action?”
Pg. 20
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
BREAKBREAK
Please return at 10:15
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
COLLABORATIVE LEARNINGCOLLABORATIVE LEARNING CYCLE - Pg.44 CYCLE - Pg.44
Managing
Modeling
Mediating
Monitoring
Activating
and
Engaging
Exploringand
Discovering
Organizingand
Integrating
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
COLLABORATIVE LEARNINGCOLLABORATIVE LEARNING CYCLE CYCLE
Managing
Modeling
Mediating
Monitoring
Activating and Engaging
Surfacing Experiences and Expectations
•What are some predictions we are making?
•With what assumptions are we entering?
•What are some questions we are asking?
•What are some possibilities for learning that this experience presents to us?
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Question BrainstormingQuestion Brainstorming
• On your own -- generate 2-3 questions about gender and reading at the 3rd grade level. Record each of these on a post-it note.
• Share and categorize your post-it notes. Create labels for your categories.
• “Step back” from your categories. Surface the assumptions that underpin your ideas and categories.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
LUNCHLUNCH
Please return at 12:15
“Play some Frisbee, chew on an old sock, bark at a squirrel.If that doesn’t make you feel better, eat some cheese with a pill in it.”
“My team is having trouble thinking outside the box.We can’t agree on the size of the box, what materials the box should be constructed from, a reasonable budget for the box, or our first choice of box vendors.”
“My team has created a very innovative solution,but we’re still looking for a problem to go with it.”
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
PredictionsPredictions
Based on this demographic information -- what are some of your predictions for?- The overall reading performance of these grade three students.
- (Level 1, Level 2, Level 3, Level 4) (1 is low -- 4 is high -- 3 is the standard)
- Student performance disaggregated by gender.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Data SamplesData Samples
• Grade 3 Reading by gender for school.
Four levels - 1 is low -- 4 is high -- 3 is the standard
• Grade 3 Reading Questionnaire by gender (4 questions)
1. I’m a good reader.
2. I like to read.
3. I read by myself at home.
4. I read with someone older than me at home.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
DATA TEAMSDATA TEAMSH/O p. 13H/O p. 13
RECORDER:Be sure to check with each team member before recording observations
MATERIALS MANAGER:Organize data, display set up charts for viewing, recording
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
DATA TEAMS DATA TEAMS
PROCESS CHECKER:Use the Collaborative Cycle (p.44) to guide the process: Monitor for balanced participation
ENVIRONMENTAL ENGINEER:Organize the physical arrangement for team work – chairs in a horseshoe around the central displays
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Data Station Set-UpData Station Set-Up
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
CCOLLABORATIVE LEARNINGOLLABORATIVE LEARNING CCYCLEYCLE
Managing
Modeling
Mediating
Monitoring
Exploring and DiscoveringAnalyzing the Data•What important points seem to “pop-out”?
•What are some emerging patterns, categories or trends ?
•What seems to be surprising or unexpected?
•What are some things we have not yet explored?
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Principles of Data-Driven DialoguePrinciples of Data-Driven Dialogue
Conscious Curiosity
Purposeful Uncertainty
Visually Vibrant Information
2005-2006 Grade 3 Reading by Proficiency Level
by Gender for School
0
10
20
30
40
50
60
70
80
90
100
Percentage
Males School (n=36)3 8 36 33 3
Females School (n=33)0 12 21 61 3
NE1 Level 1 Level 2 Level 3 Level 4
Exempt
Males= 14%
Females=3%
2005-2006 Grade 3 Reading Questionnaire by Gender for School
Question #1 "I'm a good reader."
0
10
20
30
40
50
60
70
80
90
100
Percentage
Males0 3 39 58
Females0 0 48 52
No Response No Sometimes Yes
2005-2006 Grade 3 Reading Questionnaire by Gender for School
Question #2 "I like to read."
0
10
20
30
40
50
60
70
80
90
100
Percentage
Males0 16 48 35
Females0 6 27 67
No Response No Sometimes Yes
2005-2006 Grade 3 Reading Questionnaire by Gender for School
Question #3 "I read by myself at home."
0
10
20
30
40
50
60
70
80
90
100
Percentage
Males0 6 35 58
Females0 3 30 67
No Response No Sometimes Yes
2005-2006 Grade 3 Reading Questionnaire by Gender for School
Question #4 "I read with someone older than me at home."
0
10
20
30
40
50
60
70
80
90
100
Percentage
Males0 52 26 23
Females0 48 39 12
No Response No Sometimes Yes
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
REFLECTIONREFLECTION
• What are you noticing about yourself as a participant?
• What do you want to be aware of when you apply this phase with others?
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
BREAKBREAK
Please return at 2:00
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
•What are some solutions we might explore as a result of our conclusions? (action)
•What data will we need to collect to guide implementation? (calibration)
COLLABORATIVE LEARNINGCOLLABORATIVE LEARNING CYCLE CYCLE
Managing
Modeling
Mediating
Monitoring
Organizing and IntegratingGenerating Theory•What inferences/explanations/conclusions might we draw? (causation)
•What additional data sources might we explore to verify our explanations? (confirmation)
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Theories of Causation - h/o p. 14Theories of Causation - h/o p. 14
Framing: Observation, Question, Hypothesis (“story line”)
Use this space to record two possible theories of causation re: your observation, question, or hypothesis
1.
2.
Circle one theory. In this space, record at least three sources of data you could use to confirm this theory.
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Walk-Around SurveyWalk-Around Survey
Key learnings
Tools to try
My next steps
Collaborative Inquiry
Data-Driven Dialogue - Copyright 2006 – MiraVia LLC – All rights reserved
Walk-Around SurveyWalk-Around SurveyCollaborative Inquiry
name name name
name name name
name name name
Key learnings
Tools to try
My next step