***This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links , I will receive a small commission on your purchase.*** Stopping by from Pinterest? This is my most popular pin. I would like to invite you to look around at my other posts and at the blogs I follow. You can also check out my followers. Most of them are also education bloggers and have Ah-Ma-Zing ideas and ADORBS projects on their blogs. Do it! You won't regret it:) Hello Teacher Friends, I have been obsessed with tracking data with my students. This is just one of many posts about our charts and graphs. Today my class took the student report generated by Achievement Series and converted it to a scatterplot. Achievement Series is the web-based computer program our district uses to administer benchmark tests. The data was from each student's math benchmark test for the beginning of the year. I don't have my Marzano information handy, but I am pretty sure that students charting their own data can really improve student achievement. I should look up the actual percent that he sites. Here is a link to his book, The Art and Science of Teaching (affiliate). This was the first Marzano book I ever liked. It is easy to understand and a great basic explanation of the concepts in his framework. Here is what our charts look like: Look at 5.1! Converting measurements is always a standard we do extra work on. I was surprised at our data for using a formula for perimeter and area. I know we did lots of work on this last year. (FYI: I looped with most of this class from 4th to 5th this year) Yay! We rocked integers, polygons, and division! I listed the 19 standards on the test. The sections are divided into percentages. 0-59% is red, but we used pink post-it's since I didn't have red. 60-79% is yellow. 80-100% is green. We cut regular small post-its into three smaller strips so we would be able to fit all post-its in each section. If I were going to do this again, I would use Super Sticky Post It Notes (affiliate). The regular Post It Notes seemed to fall off of the chart paper A LOT. Things we talked about as we prepared to plot our data: knowing what we did good at and not so good at will help Mrs. Caldwell plan lessons and know what to teach us knowing what we did good at and not so good will help us know when we learned something after we plot our mid-year test. We are not plotting to make anyone feel bad. We are only plotting to help us know how we did Sometimes people got a better score because they are better at guessing and eliminating answers. We can also practice this Some of the questions on the test were about math we haven't learned yet We will take the exact same test in the middle of the year and at the end as we did at the beginning If you got a 30% on the assessment at the beginning of the year, it means you already knew 30% of the math we are supposed to learn in 5th grade..BEFORE we even had most of our lessons How we got the graph done without making me pull my hair out: Each kid was in charge of using their own report. Each report was structured from highest to lowest percentage on each standard. They looked at each standard and used the percentage of questions correct for that standard to decide what color post-it to use. They then placed the post-it on the correct color for that standard. They did this for all 19 standards. Something I really wanted to be able to do was use this data to drive instruction. I wanted to be able to use it to design whole group, small group, and individual lessons. What I didn't want was for the students to be able to look at the post-its and know whose data they were looking at. These charts will remain posted in the classroom. What I ended up doing was asking all the kids to assign themselves a random four digit number. They wrote that number on each post-it they used. They also wrote their names and their 4-digit number on a post-it that I placed in a manila folder to use as a reference. If you look closely, you can see their numbers on the scatterplots. This way, I can pull individual kids if I need to! I haven't had much time to analyze this data. I think that since we had such success tracking the data as a class, we should analyze it together too! What do you think? What do you do to track data and drive instruction?
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Joint post by Yoav Benjamini and Tal Galili. The post highlights points raised by Yoav in his official response to the ASA statement (available as on page 4 in the ASA supplemental tab), as well as offers a list of relevant R resources. Summary The ASA statement about the misuses of the p-value singles it out. It is just
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The late William Edwards Deming was an American statistician, professor, author, lecturer, and consultant. He is perhaps best known for the “Plan-Do-Check-Act” cycle popularly named after him, and is…
This is a short tutorial on UML Class Diagrams. We’ll discuss what they are, why they’re needed, some technical stuff, and then we’ll dive into an example. Suppose you have to design a system. Before…
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After months of hard work, hypothesizing, data collection...then you hold your breath and click "OK" in SPSS... From "I f...
My district is one that is implementing Student Learning Objectives...which are basically large-scale goals for each student in class based on their ability levels. Teachers have to set target scores/learning outcomes for lower level learners to higher level learners. That means there has to be some sort of pre-assessment in order to determine the level of the students. I really have struggled in attempting to create pre-assessments for orchestra. It has been hard to wrap my head around giving a test to see what I know students don't know yet...since I haven't taught the skill, yet. Anyway, I am focusing my learning objective on rhythm. I want to be sure my students are fluent note-readers and rhythm readers. For my pre-test, I will use the 'I Got Rhythm' form that I created. This can be used many different ways and can be a useful tool in a variety of rhythm exercises. For my pre-assessment, I will perform the rhythm from one box on each line...and I will have students circle the rhythm that they think I played. This will help me see if students are already recognizing these rhythms. The rhythms get progressively more difficult as you move down the page, so I will be able to set some learning targets for individual students. Eventually of course, students will demonstrate the ability to perform these rhythms on their own - by the end of year 1. I can also use this form as a rhythm exercise...students can perform the rhythms across and down each line. They can cut them up to make flashcards. You can use the different rhythms for warm-ups and scales.
I've had such a love-hate relationship with data notebooks over the years. I've always worked in "Baldrige" schools that have required every teacher to have a data wall and every student to have a data notebook. My first few years in the classroom, this would be something that I spent my first week of school
These Measurement Posters display common conversions for types of measurement. They include British and American Spelling and come in 2 designs. Posters included: 1. Length 2. Mass 3. Area 4. Volume/Capacity 5. Time 6. Data Like these? They match perfectly with Measurement Posters - Types of Measurement Related Products Measurement Posters - Types of Measurement Measurement Posters - Coverting Units Measurement Posters Area and Perimeter Posters Math Vocabulary Posters Units of Time Posters Math Vocabulary Posters Math Vocabulary Posters Always know about Freebies, Sales and New Products! ★Follow Me★ * TFMD Facebook * TFMD Instagram * TFMD Pinterest * TFMD Blog Types # Converting # Measurement # Math Posters # Measurement Posters # Area # Capacity # Length # Mass # Area # Perimeter # Capacity # Math Wall # Measurement # Vocabulary # Math
Object Oriented Programming (OOP) concepts is very crucial for every data scientist. It is the most neglected concept when we are taking a path to moving into Data Science field. After creating…
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Contents1 Selina Concise Mathematics Class 8 ICSE Solutions Chapter 6 Sets1.1 Sets Exercise 6A – Selina Concise Mathematics Class 8 ICSE Solutions1.2 Sets Exercise 6B – Selina Concise Mathematics Class 8 ICSE Solutions1.3 Sets Exercise 6C – Selina Concise Mathematics Class 8 ICSE Solutions1.4 Sets Exercise 6D – Selina Concise Mathematics Class 8 ICSE Solutions1.5 Sets Exercise 6E – Selina […]
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