Transcript Using Local Labor Market Data to Guide High School

Collaborative Inquiry for Data Use in
Adolescent Literacy Instruction
July 15, 2014
Martin Center for Professional Development
Nashville, TN
Welcome and Introduction
Margie Johnson
Coordinator of Business Intelligence, MNPS
MNPS Data Use Research Alliance goals
• Identify and implement best practices in data use that
improve adolescent literacy instruction.
• Identify and apply the tools, processes, and skills necessary to
implement a collaborative inquiry approach for data use in
adolescent literacy instruction.
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MNPS Data Use Research Alliance activities in 2014
• Collaborative inquiry workshops with Dr. Laura Lipton.
• Fishbone session to identify root causes of barriers to
effective data use.
• Logic modeling session to develop outcomes for effective
data-use practices.
• Innovation configuration session to develop a collaborative
inquiry blueprint.
• Survey of collaborative inquiry and data-use practices.*
• Bridge event for Five Steps for Structuring Data-Informed
Conversations and Action in Education (Kekahio & Baker,
2013).*
*Under review by the Institute of Education Sciences
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Collaborative Inquiry for Data Use in
Adolescent Literacy Instruction
Laura Lipton, Ph.D.
Co-Director, MiraVia LLC
Got Data? Now What?
6
Workshop Goals and Objectives
Goals and objectives
• Increase knowledge about the seven qualities of high-performing
collaborative inquiry groups.
• Develop and enhance frameworks for facilitating productive group
learning, planning, and problem solving.
• Learn verbal and nonverbal tools for inviting and sustaining the thinking of
group members during collaborative inquiry.
• Learn about facilitating difficult data-use conversations to promote
professional interactions about tough-to-talk-about topics.
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Collaborative Learning Cycle:
Reflecting on Use
Reflecting on use: Stem completion strategy
• On an index card, complete the stems.
• Topic is leading collaborative data-driven inquiry:
– “One thing that feels solid to me is …”
– “One thing that has not yet jelled is …”
• Table groups round-robin share.
(Use handout page 3.)
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The third point
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Seven Qualities of
High-Performing Groups
Coordination
• We plan time and place, organize schedules, and identify resources
– Who is doing what, when, where, with whom?
• Avoids duplication of effort; makes the best use of available resources
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Collaboration
14
Collaboration definition
• Join two other pairs and create a definition of collaboration.
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To collaborate
• From Latin:
– collabōrāre, together
– labōrāre, to work jointly with others, to co-labor
• A mutually beneficial relationship between two or more parties who work
toward common goals by sharing responsibility, authority, and
accountability for achieving results.
– Chrislip & Larson, 1994
• A process through which parties who see different aspects of a problem
can constructively explore their differences and search for solutions that
go beyond their own limited vision of what is possible.
– Gray, 1989
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Seven qualities of high-performing groups
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Seven qualities of high-performing groups
• Choose a partner.
• Refer to pages 11-14 in the got data? now what? book
• Read silently to the designated stopping point.
• When each partner is ready, stop and say something.
– Example, connection, question.
• Continue the process until you have completed the selection.
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Processing the process
• What are some of the ways that the “process” influenced you?
• What are some ways that paired interaction influenced you?
• Share a new idea, emerging understanding, or next step connected to
your own work.
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Group assessment inventories
• Tools for thoughtful feedback on group performance.
• Use to modify, control, or change performance.
• Two inventories:
– Scaled group inventory
– Self-assessment inventory
(Refer to pages 15-17 in the got data? now what? book.)
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Break
Team Exercise:
Applying the Collaborative Learning Cycle
What goes wrong in groups?
• What are some interpersonal dynamics that influence group work?
– Record one idea per sticky note
– Example: A group member who isn’t willing to share ideas.
• Tip: Think about a “typical” group – use your recollections to generate
your ideas.
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Three constraints to productive discourse
• Affiliative constraints
– Need to navigate task/relationship tensions.
• Egocentric constraints
– Need for control, or low regard for collective thought processes.
• Cognitive constraints
– Limited and limiting information and expertise.
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Three constraints to productive discourse
• Classify your items by dynamic
Affiliative
Egocentric
Need to navigate
task/relationship
tensions.
Need for control or
low regard for
collective though
processes.
Cognitive
Limited and limiting
information and
expertise.
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Three models of discourse
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Three models of discourse
• Dialogue
– Promotes a spirit of shared inquiry.
• Discussion
– Breaks issues and problems into components and parts.
• Decision-making
– Making a choice from among clear alternatives.
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Three models of discourse: first turn/last turn
• Refer to pages 100-104 in the got data? now what? book.
• Read the selection and highlight two to three items.
• The first turn.
– In turn, share one of your items – do not comment on it.
 Group members comment in round robin order (no cross-talk).
• The last turn.
– Initiator now shares thinking.
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Three models of discourse
Dialogue
•
Talking to understand
and connect.
Understanding the
underlying nature of
an issue and how
group members
perceive it.
•
•
•
•
•
•
•
Purpose
Process
(How)
Outcome
(What)
Discussion
Decision-making
•
•
•
•
Talking to persuade
and influence.
Generating options.
Clarifying outcomes.
Talking to choose.
Determining the best
option from those
the group generated.
Speculating
Connecting
Theorizing
Visualizing
•
•
•
•
Reasoning
Comparing
Contrasting
Analyzing
•
•
•
•
Weighing
Choosing
Evaluating
Agreeing
Understanding
•
•
Weighing options
Choosing
•
Committing
(Refer to page 101 in the got data? now what? book.)
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Three models of discourse: first turn/last turn
1.
How is first turn/last turn a scaffold for dialogue?
2.
How might this strategy contribute to your group work?
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Three models of discourse
Dialogue
•
•
•
Self-talk
•
•
•
What is the deeper
meaning?
What assumptions are
operating here (for me
and others)?
What are some
connections between
these ideas?
What’s not being said?
Are we all feeling safe
enough to share?
How can I increase the
invitation to share?
Discussion
•
•
•
•
•
What are the most
important factors
here?
How can I influence
this interaction?
Are these data
persuasive enough for
me to let go of my
ideas?
How are these ideas
different from each
other and from my
own ideas?
What are the
implications of this
idea?
Decision
•
•
•
•
•
•
What are the
weightiest items or
criteria?
Which criteria are
most important?
How do the options
stack up against our
criteria?
What are the pros
and cons for each
option?
What are the
implications?
Who will be most
affected?
(Refer to page 101 in the got data? now what? book.)
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Organizing and Integrating the Morning
Partner’s report: Most important point
• Think of a significant point or personal connection you are making, based
on your experiences in the workshop thus far.
– Join a partner.
– Share your thinking.
– Be ready to share your partner’s thinking with the group.
(Refer to page 6 of the handout.)
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Lunch
Provided by MNPS
Team Exercise: Applying the Collaborative
Learning Cycle (continued)
Collaborative learning cycle
(Refer to page 26 of the got data? now what? book.)
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Collaborative learning cycle
Organizing and Integrating
• What inferences,
explanations, or conclusions
might we draw?
• What additional data sources
might verify our
explanations?
• What solutions might we
explore?
• What data will we need to
guide implementation?
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Organizing and integrating
• Tips for success:
– Study success.
– Generate multiple theories of causation.
– Allow for multiple causal theories.
– Seek calibrating data that are in existing archives.
– Generate multiple theories of solution.
– Make sure goals are clear and measurable (SMART goals).
(Refer to pages 35-36 of the got data? now what? book.)
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Simulated data-based observations
• The population of English language learner students increased from 12
percent last year to 30 percent this year.
• Twenty percent of grade 7 students were proficient in reading compared
with 35 percent of grade 8 students.
• The median score for grade 6 boys in reading is 40 percent at or above
standards.
• Thirty-two percent of grade 8 students performed “below level” and 40
percent performed “on level” on the DIBELS oral reading fluency test.
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Theories of causation
Observation:
• Record three possible theories of
causation related to your
observation:
1.
2.
3.
• Circle one theory to test. Record
at least three sources of data that
you could use to confirm this
theory:
1.
2.
3.
•
•
•
•
Achievement/Outcome
Data
Demographic Data
Process Data
Perception Data
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Five causal categories
Curriculum
Design and
implementation
Infrastructure
Instruction
Schedules,
programming, and
resources
Methods, materials,
and resources
Five
Causal
Categories
Students
Teachers
Knowledge, skills, and
dispositions
Knowledge, skills, and
dispositions
Generate a causal theory for three different causal
categories based on your chosen observation.
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From causation to action
Theory
•
Implications
The grade 3-8 data has “flat •
lined” because there has
been no adjustment in
curriculum and instruction
to support students who are
struggling.
•
Teachers need to be able to
drill down into their data to
identify specific problem
areas and which students
need support in those
areas.
Teachers need easy access
to targeted instructional
materials to support
effective differentiation.
Outcomes/Actions
•
•
Teachers will have access
to fine-grained data and
fluency in data
interpretation.
Schools will have resource
banks of leveled
instructional materials
linked to content
standards.
Refer to page 5 in the handout.)
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Looking ahead
• “As I anticipate my team leadership, a quality or skill that is important to
me is …”
– What might be some priorities?
– What are some goals for me?
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Designer’s Mind:
Framing and Structuring Decisions
The group leader’s design mind
(Refer to page 7 of the handout.)
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Design frame: The purpose
• Task:
– Revise the middle school language arts curriculum.
• Purpose:
– Establish aligned concepts and sequenced skills that ensure literacy success
for all middle school learners.
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Design frame: The purpose
• Task:
– Develop school-wide
common assessments.
– Generate a list of 21st century
skills.
• Purpose:
– Create a purpose statement
for each task example.
• Word bank:
–
–
–
–
–
–
–
–
–
–
Ensure
Promote
Assure
Maximize
Optimize
Empower
Guarantee
Sustain
Establish
Enrich
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Applying the purpose
• Craft a purpose statement for an upcoming task you anticipate working on
with a group or team.
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The frame
• The purpose
• The outcomes
• The boundaries
• The intentions
• The benefits
• The logistics
(Refer to pages 9-10 of the handout.)
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Applying the frame
• Starting with the purpose statement, craft the frame for an upcoming
session.
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Structuring decisions
• Starting the conversation.
• Structuring the conversation.
• Sustaining thinking in the conversation.
• Group size and composition
• Length of time
• Degree of structure
(Refer to page 8 of the handout.)
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Organizing and integrating
• One-word summary:
– The what.
– Why you chose it.
– Who will share it.
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Key point
• Count-off and join the table that corresponds to your number.
• When you get to your table, share a key point from the day.
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Wrap-up and Next Steps
Margie Johnson
Metropolitan Nashville Public Schools
Stakeholder Feedback Survey
Stephanie Wilkerson
REL Appalachia, Magnolia Consulting
References
• Chrislip, D. D., & Larson, C. E. (1994). Collaborative leadership: How
citizens and civic leaders can make a difference. San Francisco: JosseyBass.
• Gray, B. (1989). Collaborating: Finding common ground for multiparty
problems. San Francisco: Jossey-Bass.
• Lipton, L., & Wellman, B. (2012). Got data? Now what? Bloomington, IN:
Solution Tree Press.
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