Craft Category: Artifacts

Overview of diagnostic, as well as reflection, analysis, and student action.

LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.

Navigate Math provides teachers with dashboards where they can see student progress. Sophia Thomas, teacher, shares how she uses this dashboard during class to monitor where each student is in their progress against objectives and units.

Transcript: Sophia Thomas: I use a teacher dash that has the information embedded by units. I can see how many students are still in unit three versus how many are in unit four. Who is in unit five? Who is ready to move on based on their percent completion? I can also see how students are doing on specific assessments. There’s that data if I want to check out the assessment on equivalent fractions for all the kids who are in unit three. How are they doing on that quiz? I can do that as well. The planner that I was talking about gives me a sense of who’s doing what? My homework list also gives me an idea. That’s not embedded in the teacher dashboard. That’s just an additional thing that I came up with. It also gives me a sense of what they are doing outside of school at this point in time. It’s just a combination of all those things. All of that is actually online. It’s embedded in the teacher dashboard.

Students select a “to-do” at the beginning of each session, which shows up on the teacher dashboard. Sophia Thomas, teacher, explains how she monitors progress using this tool.

Transcript: Sophia Thomas: Once they hit to-do, it puts it on my teacher dashboard. I can see who has done it and who has not. I can call people out. If people actually didn’t decide to put it on the to-do list but they want to work anyhow. I let them know it’s important for me to have a sense of what’s going on with them, where they’re at. That’s important information for me. I can use my planner to say I noticed you have not set up your to-do list yet. I need to know what you’re working on. Go ahead and do that for me.

Teacher Example: Using Data Dashboard to Improve Instruction at LPS.

LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.

An LPS student explains her process for setting her goals for the week.

Transcript:

Student: Interviewer: What’s your name?
Student: My name is Janelly.
Interviewer: What are your goals for this week?
Student: My goal is to complete at least 12 assessments.
Interviewer: Is that a lot or a little?
Student: We only have this class for three days. So, that means I have to do homework too.
Interviewer: How did you pick that goal for the week?
Student: I want to challenge myself so that means I only do three in class. So, that means I have to do six for homework.
Interviewer: So, three in class today, three in class on Friday, and six for homework. When do you set the goals for the week?
Student: On Monday.
Interviewer: How do you do that? You just pick a random number.
Student: Miss Thomas gives us time. I look at my to-do list. I see what I’m going to do. I have to pick.
Interviewer: Can you talk about your to-do list for a second? […] Right now, or just this week?
Student: Today, just for today.
Interviewer: Did you put that in there or did the teacher?
Student: I put that in there.
Interviewer: How did you know to put that in there?
Student: I go to the unit four because I’m in unit four. There are assessments right there. I just have to do whichever is next.
Interviewer: Do all your teammates have the same amount of goals this week?
Student: No. We have different groups.
Interviewer: Do you talk to your teammates about your goals?
Student: Yeah. Miss Thomas gives us two minutes to talk about our goals.
Interviewer: Do you talk with Miss Thomas about your goals?
Student: No.
Interviewer: You just set them.
Student: Yeah.
Interviewer: Do you think she’s ever talked to anybody if they don’t set the right goals or anything like that?
Student: Yeah. She’ll be like you can do more. Push yourself.
Interviewer: Do you like setting your own goals for the week?
Student: Yes.
Interviewer: Why?
Student: It’s what I can do and I try to push myself.