Data-Driven Culture: Student Data

RSI4Edu.com & #studentdata.  Setting goals and measuring progress.

Teacher-student relationships are reported as having an impressive effect-size on student achievement, d=0.72 (Hattie, 2009).  When we demonstrate to our students that we care about their individual learning, they begin to invest in us as teachers and themselves.  We can accomplish this by helping students set goals based on where they are instructionally and where they want to be.  Then through the use of formative assessment we can measure when instruction meets the needs of our students ~ and when it does not.  The feedback loop that is created (from teacher-student & student-teacher) becomes invaluable and data becomes the driving factor in what and how curriculum is planned and delivered.  This process unlocks motivation for both the teacher and the student as progress towards goals is carefully measured and success is celebrated ~ while error is treated as information from which to increase focus.  Suddenly, learning becomes exciting and accelerated.

 

Bandura (1994) reminds us that it is the acquisition of [academic] skills that builds self-esteem.  For support on building Teacher-student relationships, unlocking motivation, and establishing a data-driven culture visit www.RSI4Edu.com and request an informational meeting at your school.

References:

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge Taylor & Francis Group.