Lovin' Data a Little Too Much?!
I'm a bit ticked at Nancy Love this morning. She's the presenter from Research for Better Teaching who facilitated an all day session on data driven dialogue yesterday. You might remember that I praised her work in an entry here on my blog earlier.
What made me change my mind about Nancy?
Perhaps it's the fact that I haven't stopped thinking about data since her session ended! I couldn't turn my mind off yesterday. Walking through the streets of Denver checking out sites that I may never see again, I was thinking about how my team of teachers can use Nancy's structured dialogue process to move our work forward. Sitting over dinner at my new favorite pizza joint---Two Fisted Marios in LoDo---I was jotting notes that I knew I had to capture before they fled my mind.
Worse yet: As I was watching the sun set over the front range of the Rocky Mountains from the sky lounge on the 27th floor of my hotel---a site only rivalled by watching the sun rise over the Atlantic---I had my laptop open, shaping a document that outlined Love's work for my colleagues.
That's kind of sad, isn't it?
Not to me! You see, for the first time in years, I'm relatively convinced that data is doable---and that's exciting stuff.
I've done a bit of searching on the web this morning and found a great NSDC article where Love details much of her work. It's an article that I plan on sharing with everyone I know----so I decided to start with you. Here's the link:
http://www.nsdc.org/library/publications/jsd/love254.cfm
Need a provocative quote to catch your attention?
Try this one:
Schools are gathering more and more data, but having data available does not mean the data are used to guide instructional improvement. Many schools lack the process to connect the data they have with the results they must produce. The Using Data Project focuses on developing professional developers, administrators, and teachers who can lead a collaborative inquiry process and strengthen the collaborative culture of their schools or departments. The aim is to influence school culture to be one in which educators use data continuously, collaboratively, and effectively to improve teaching and learning mathematics and science.
Looking forward to hearing what you think about Love's process---and the role that data plays in your own schools.
I'm a bit ticked at Nancy Love this morning. She's the presenter from Research for Better Teaching who facilitated an all day session on data driven dialogue yesterday. You might remember that I praised her work in an entry here on my blog earlier.
What made me change my mind about Nancy?
Perhaps it's the fact that I haven't stopped thinking about data since her session ended! I couldn't turn my mind off yesterday. Walking through the streets of Denver checking out sites that I may never see again, I was thinking about how my team of teachers can use Nancy's structured dialogue process to move our work forward. Sitting over dinner at my new favorite pizza joint---Two Fisted Marios in LoDo---I was jotting notes that I knew I had to capture before they fled my mind.
Worse yet: As I was watching the sun set over the front range of the Rocky Mountains from the sky lounge on the 27th floor of my hotel---a site only rivalled by watching the sun rise over the Atlantic---I had my laptop open, shaping a document that outlined Love's work for my colleagues.
That's kind of sad, isn't it?
Not to me! You see, for the first time in years, I'm relatively convinced that data is doable---and that's exciting stuff.
I've done a bit of searching on the web this morning and found a great NSDC article where Love details much of her work. It's an article that I plan on sharing with everyone I know----so I decided to start with you. Here's the link:
http://www.nsdc.org/library/publications/jsd/love254.cfm
Need a provocative quote to catch your attention?
Try this one:
Schools are gathering more and more data, but having data available does not mean the data are used to guide instructional improvement. Many schools lack the process to connect the data they have with the results they must produce. The Using Data Project focuses on developing professional developers, administrators, and teachers who can lead a collaborative inquiry process and strengthen the collaborative culture of their schools or departments. The aim is to influence school culture to be one in which educators use data continuously, collaboratively, and effectively to improve teaching and learning mathematics and science.
Looking forward to hearing what you think about Love's process---and the role that data plays in your own schools.
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