Putting a face ON data using Google docs
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Putting a face ON datausing Google docs
Denise Lombardo, De La Salle Ashfield@denise_lombardo
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What did we need to do?
Leader of Pedagogy Roles (17)
CEO Sydney
“Build teacher and school capacity”
High ESL, Low Socio-Economic
DLSA = 82 nationalities, 70%ESL
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My Background?
English, RE, Special Needs
Student-centred, reflective
“walk with others, not run”
NUMBERS DIDN’T WORK
Why, How, What I’ve Learnt
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2011 IEPsIndividual Education Plans
“Assist teachers to integrate an analysis of student assessment DATA into overall program evaluation to inform and improve teaching and learning programs”
47 kids x 2 hours x 1 person x too much paper = good conversations, overwhelmed teachers, no change in practice
Must be a better way!
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THANK YOUJENNY SYMINGTON!
@jcsymington
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Putting a face on DATA
“in order to build success in schools, we need to see the data not as numbers but as the names and faces of every single student” (Sharratt and Fullan in G Whitby, Bluyonder, 30/4/12)
“Single most important factor common to successful change is that relationships improve. If relationships improve, schools get better.” (M. Fullan)
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PART 1: SURVEY ALL STUDENTS
Google Form - Learner Survey: http://tinyurl.com/9gmnj88
Surveyed all students on learning needs/preferences
This would form basis, intro to more personalised ILCs
“Some” would have follow-up ILC
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“What are you proud of?”
merits
achieving
improving
sports
good marks
trying harder
“....nothing”
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“What did you do that helped you achieve?”
www.wordle.net
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BEAUTY OF GOOGLE FORMS:
EXPORTS to EXCEL•Sort data by year, class, teacher etc.•Mail merge form letter to personalise for teachers in Individual
Learning Conversation
s
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PART 2: “Individual Learning
Conversations”
ILC: http://tinyurl.com/7xzdnvz
Nominated teachers had1:1 “conversation” with students (ALL teachers were involved...)
15 - 20 minutes
Introduced at staff meeting/role play interview
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Teacher and Student ILCs...
Areas of study/school you find most difficult?
Strategies or approaches your teachers use that help you?
What could you do to help yourself? (etc...)
• (Completed on paper or online...)
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“Student difficulties?”time management
understanding what I read
writing sentences, using grammar properly
career info
linking ideas
“academic” English
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“Teachers help us by:”
Providing clear feedback
Doing demos/pracs
Checking for understanding
Modeling writing
“having fun with us”
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COLLATED FEEDBACK!
Form: “Show summary of responses”
Graphic overview
File: “Download as... Excel”
mail merge forms
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PART 3: Where to from here?
Spreadsheet can be sorted:
class, year
Individual results can be merged for new form letters:
parents (engagement with learning)
teachers, specialists
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What will we do with new data?
pastoral issues arising (year groups, individuals)
learning issues arising (classes, year groups, individuals)
professional learning needs determined (Cycle of Inquiry - Timperley)
???? Instructuional Rounds with volunteers/faculties?
adjustments to programs/learning approaches
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Putting a face on data?
• “I like having that rapport, that one on one, they can see that someone else cares about their learning. The care is really important. But we can’t just do this one off. We need to check in; it will be really important to keep that connection in the long run.” Dirar, HSIE
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Improving relationships?
• “It was such a powerful experience, having that sort of a conversation with students about their learning. And when they would say, ‘Mrs So and So really helps me when she does this or that,’ I could then go back to that teacher and pass on the positive feedback. This really helps create a community of learners and contributes to great conversations about students and their learning.” John, RE
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NAPLAN data can be your friend
be personal (no laptops...)
relationships, not the tech
@madiganda/@philbeadle: positioning
human face on data!