HURDLE REFLECTION 4

USING DATA TO INFORM TEACHING

Data refers to collecting information concerning students’ engagement in learning activities in order to assess student knowledge/skills and inform future teaching practices. It can be retrieved from a plethora of sources in order to understand each student’s position in the learning cycle and identify a focus for the educators’ professional development (Scanlon et al., 2003). AITSL standards included through the collection and interpretation of data to inform teaching include: 5.1, 5.2, 5.3. 5.4 and 5.5 (2017) whereby the educator is able to assess, provide feedback and report on student learning in order to improve/scaffold teaching practices. I endeavour to provide timely and consistent feedback in both verbal and written forms in order to continually provide students with opportunities to reflect upon their work and understanding, informing future learning. I will provide opportunities for students to complete work utilising paper and ICT whereby they are able submit responses in the form of google forms, drop-boxes on google classroom in order to ensure that all students are able to involve themselves in learning and for the collection of data to occur in various forms. I will ensure that assessments are reliable and valid, a reflection of the work students are completing, will reflect authentic understanding and have evidence that is able to be critically analysed to inform practice. For example, data can be collected through homework logs, padlet brainstorms, completion of worksheets, collaborative google slides creation, spelling tests and exit slips in order to understand what students have learnt and the skills they have developed throughout the term rather than at its conclusion.

REFERENCES

• Australian Institute for Teaching and School Leadership. (2018). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards
• Scanlon, D., & Baker, D. (2012). An accommodations model for the secondary inclusive classroom. Learning Disability Quarterly, 35(4), 212-224.