Example: Use data to support evidence of observed patterns and relationships, and make testable
predictions (58%)
OUTCOMES
Who learned?
See the Mastery Tracker
What did they learn?
For the science fair project,
many students did rather
well on the Learning Goal.
However, others just didnt
get it.
CAUSES SOLUTIONS
What MOST contributed to What misunderstandings need
students who learned the skill? to be clarified the second time
around?
What MOST prevented low-
mastery students from learning
(behavior? How can you teach this to clarify
and hit mastery?
Culture of achievement?
Some content/concept
misunderstanding?
What teacher action contributed to
the misunderstanding?
Example: Use data to support evidence of observed patterns and relationships, and make testable predictions (58%)
OUTCOMES
Who learned?
See Mastery Tracker
What did they learn?
For the science fair project,
many students did rather
well on the lg. However,
others just didnt get it.
CAUSES SOLUTIONS
What MOST contributed to students who learned the skill? What misunderstandings
They participate the most in class and had the most planned need to be clarified the
experiments. second time around?
What MOST prevented low-mastery students from learning
(behavior? Culture of achievement? Some content/concept How can you teach this to
misunderstanding?)? clarify and hit mastery?
I think I have investment, and the students who are low are doing
the work and actually do well on the exit tickets. They have some
misunderstanding.
What teacher action contributed to the misunderstanding?
My teacher coach noted that my exit tickets seemed rather low
rigor. After going back to my exit tickets and assessments, I
realize that I am teaching at a lower level rigor in class, then
assessing them at the correct level of rigor. I need to increase my
daily rigor to increase mastery.
Example: Use data to support evidence of observed patterns and relationships, and make testable predictions (58%)

OUTCOMES CAUSES SOLUTIONS

Who learned? What MOST contributed to students who learned the skill? What misunderstandings need to be clarified the
See Tracker They participate the most in class and had the most planned second time around?
experiments. I need to mainly clarify HOW or the process for
What did they learn? how to observe data and to pick out patterns in
What MOST prevented low-mastery students from learning the data. This is a step that must be done prior to
For the science fair
(behavior? Culture of achievement? Some content/concept jumping to the questions. I also need to teach
project, many students
misunderstanding?)? students how to evaluate whether data supports
did rather well on the
certain conclusions.
lg. However, others I think I have investment, and the students who are low are
just didnt get it. doing the work and actually do well on the exit tickets. They
have some misunderstanding. How can you teach this to clarify and hit mastery?
I need to do a much clearer job of thinking aloud.
What teacher action contributed to the misunderstanding? By explicitly modeling my approach, this will help
lower level students.
My teacher coach noted that my exit tickets seemed rather
low rigor. After going back to my exit tickets and
assessments, I realize that I am teaching at a lower level
rigor in class, then assessing them at the correct level of
rigor. I need to increase my daily rigor to increase mastery.