The

Data Driven Dialogue

Jillian Konsor
Mike LeMier

Why are we here?

It is truly one of the

best trainings I have

been to, and it oers a
rare opportunity to look
at content and student
work in a meaningful
way.
-Kyle Golden, 7th Grade

History Teacher

Agenda
Overview of the Data Drive Dialogue process
Introduce group Norms and Roles
Sample Student Work
Student Work Examples
PLC Time

Uses and Purposes of Student Work

Discuss with a partner:
For what purpose have you examined

student work?
What protocols or procedures have
you used?

Norms and Roles

At your table, you will nd a list of group Norms and

Roles
Roles

Each member should select a role

Norms
Today we will focus on Presuming Positive Intentions

Remember, the work is personal.

We are all here to support one another and strengthen our
teaching and improve student learning.

Ground Rules for Examining

Student Work
Be in the spirit of dialogue

Focus on the evidence, not what you think

the students know or can do

Ere on the side of rigor!

Put your stake in the ground and be ready

to move it

Be aware of personal biases

Examining Student Work Process

Complete the task with a partner/group
Discuss your solutions or responses
Identify the knowledge or skills that are needed to

successfully complete the task

Predict what student work will show
Go Visual; make a table (green or red)
Observe what is evident in the student work
Infer what you now think about student
understanding and misunderstanding of the content
Plan next steps for instruction

Task DeconstrucCon
Step 1: Do the Task
Sue is making the bar graph
below to show the favorite
art supplies of the students
in her class.
There are 25 students in Sues
art class. All the students
chose crayons, paint, clay, or
markers as their favorite art
supply.
Complete the bar graph to
show the number of students
who chose paint as their
favorite art supply. Explain
how you got your answer.

12
10
8
6
4
2
0
Crayons Paint

Clay Markers

Task DeconstrucCon

Step 2: Brainstorm Knowledge and Skills

Read a graph
Know to add and subtract
Construct a graph
Know vocabulary (i.e. markers, crayons, etc)
Add or subtract accurately
Problem solve
Explain or represent thinking
Read and comprehend text
Use comprehension strategies

Task DeconstrucCon
Step 3: Rene
Read a graph
Know to add and subtract
Construct a graph
Add or subtract accurately
Explain or represent thinking
Comprehend what the problem is asking

Examining Student Work

Step 1: Predict
How do you think the students performed?
What do you think they did well?
Where did they struggle?
Record your predictions on a chart.

Examining Student Work

Step 2: Go Visual
Student

Predictions

Read Graph

Know to Add
& Subtract

Make a graph

Add &
subtract
accurately

Explain
thinking

Comprehend
question

Examining Student Work

Step 3: Observe
How does the student work compare with your

predictions?

Discuss the evidence that students have or have not

mastered the knowledge, concepts, or skills for each

piece of work
What patterns or trends do you observe across several

pieces of work?
Record your observations on chart paper

Examining Student Work

Step 4: Infer
What new insights have you gained about the

student-learning problem?

What causes do you think are contributing to

students lack of understanding or skill?

What other questions are raised about student work?
Is there other data that might be helpful?
Record your inferences on your chart paper.

Examining Student Work

One person will share their work examples
Go through the process
Steps are found at your tables
Jillian, Mike, Jason, Jodi, and Jessica will be available

for help

Plan and ReTEACH

Teach in a dierent way
Engage learners in a dierent way
Align re-teaching to the essence of the error or

confusion
Challenge students with more complex tasks
Help students who arent there yet through tutoring
before, during, or after class or by oering more
opportunities for practice.

ReTEACHing PracCce
Brainstorm several ways to reTEACH in response

to the analysis of student work

Narrow down one or two things everyone on the

team will try

Determine how you will monitor

implementations

Determine how you will monitor impact on

student learning

QuesCons