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Mr. Dulberger's Digital Digest
A Blog for the Progressive Educator

In a world where a textbooks are prehistoric and Elementary students are writing HTML codes to design their own video games, educators must keep up! Students know better than to show up to class with a pencil and notepad ready to record a lecture. Green screen recording, podcasting and real-time collaborative documents have all replaced the multiple choice assessment. Educators who are willing to take risks will help pave the way for the world's brightest problem solvers. Use this blog to help you keep pace with your tech-savvy students and use digital learning to create a risk-taking classroom environment.

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Data Meeting #1 (UMUC EDTC 615 Course)

2/25/2016

1 Comment

 
Disclaimer: This post is for a graduate school (University of Maryland University College) assignment.

First we "notice"

    As a teacher I have used the “Notice and Wonder” strategy with my students in a variety of ways. We have used this protocol to spark conversations about problem solving in math, specifically with 3 Act lessons. My students and I have also “noticed and wondered” about paintings, primary source documents, and scientific phenomenons. This week I had the opportunity to utilize this teaching strategy as a professional while analyzing data. My data team and I held a virtual meeting on Sunday, February 21, 2016 through Google Hangouts. We thoroughly enjoyed using this professional development protocol that Venables describes in How Teachers Can Turn Data into Action.

    The first step to hosting a successful data meeting with online classmates involved frequent communication. Through email and the UMUC learning management system, LEO, we were able to determine a good date and time to meet virtually. We chose Google Hangouts as the tool for this virtual meeting because of its strong connectivity and ability to screen share.

Picture

   Prior to the meeting, each member chose a data sample from their own class to study. Although it was not a requirement, all groups chose macrodata. I specifically chose my students’ winter MAPs Math scores. We each took time to develop notice statements on a shared Google Doc. By the time we were ready to meet virtually each member of our group was ready to discuss their own data.
​

Then we "wonder"

   On a Sunday evening we collaborated on a Google Hangout for approximately 1 hour. During this meeting, we each shared our data to the screen in a round-robin format. We offered each other “wonder whys, wonder ifs, wonder whethers, and wonder hows” type questions as described on page 26 of the course text. (Venables). These questions led to great discussions about implications that could be made from each data sample.
​

Exploratory Questions


   At the end of each discussion we transformed the wonder statements into exploratory questions. Each of us attempted to record at least one exploratory question that required a call for action on our shared Google Doc. In Venables’ words, exploratory questions often “contain the kernel of an implied problem and a curiosity about how to do better or how to fix the problem.” Once each member of the team shared their data and developed exploratory questions we closed up the meeting and began our independent work. Specifically, I was required to create a presentation that summarized my data and the notice and wonder statements that accompanied it. That presentation can be found below:
edtc_615_week_3_deliverable_1-__individual_-exploratory_questions-_assignment.pptx
File Size: 2048 kb
File Type: pptx
Download File

   Overall, the first data meeting was extremely successful and engaging for all team members. I thoroughly enjoyed the opportunity to see how teachers from other schools viewed my students’ data. This was particularly interesting because these teachers do not have any prior knowledge about my school’s SLO or School Improvement Plan (SIP) as well as my personal SLO. I certainly look forward to working with this group and engaging in the second data meeting.
​

Sources

Venables,D.R.(2014). How teachers can turn data into action. Alexandria, VA. ASCD.  
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    Author

    Mr. David Dulberger is currently a 5th grade magnet teacher at Emma K. Doub, a 1:1 Apple Distinguished School in Hagerstown, MD. He attended Salisbury University where he majored in Elementary Education and minored in Psychology. Dulberger completed part of his student teaching internship in Auckland, New Zealand where he taught 5th grade as well. Dulberger is part of the 2015 class of Apple Distinguished Educators, a 2014 PBS Digital Innovator, a Front Row Ambassador, and a SMART Technologies Exemplary Educator. Dulberger has presented at a variety of educational technology conferences and events such as SXSWEdu and FETC. He continues to deliver professional development for teachers around the world who share his passion for instructional technology. Follow him on Twitter @mrdulberger #5thGradeU

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