M2 U2 Activity 1: Student Data Analysis
Project Description
Overview There are many factors that contribute to student achievement. These factors can include everything from cognitive ability to parental involvement and other environmental factors. As a teacher, it is important to review and analyze which of these factors influence each student’s achievement positively and negatively and use this data to inform your instructional strategies and practices. This information helps you begin to diagnose your students’ academic and developmental needs. It can also help you identify areas for improvement in the classroom or school environment, policies, and processes. In this activity, you will recognize these influences and apply them to your current or future school and student population.
Performance outcome
Candidates analyze student achievement and demographic data, research influences and effect sizes, and utilize this information to diagnose areas of improvement in teaching and learning.
What will you do?
1. Read and analyze John Hattie’s research on the ‘Influences and Effect Sizes Related to Student Achievement’ in the Activity Resources.
2. In the Virtual Classroom and Discussion Forum, use the Visible Thinking routine, “I Used to Think… Now I Think…” to share your thoughts and opinions on what impacts student learning, specifically in the context of your own school or the school where you plan to teach. Consider both positive and negative impacts.
3. Analyze the student achievement levels and demographic information of your current or previous class with Hattie’s influences and effect sizes to determine which positive and negative influences are applicable to student achievement levels.
For example, if you have a student that is falling behind academically in Mathematics, and you know the student is missing many Math classes due to being pulled out of class for appointments, what could you concur about the academic issues? By examining Hattie’s effect size, we see that direct instruction has a high positive effect on student outcomes. Possibly asking parents to move appointment times to allow increased direct instruction can help meet the needs of the students. Conversely, you would not recommend additional homework in this situation because homework has a low effect size.
4. Create an infographic that highlights how you can utilize Hattie’s effect size to make more impactful decisions in the classroom. Use these guiding questions as a starting point:
What considerations should be taken when deciding which interventions or strategies to employ in the classroom?
How can utilizing strategies with a higher effect size positively impact student learning?
How might your school’s context play a role in which strategies you choose to employ? (Context could include demographics, backgrounds, school culture vs. student diversity)
In moving forward, what recommendations would you make to your school to make improvements in student learning and achievement?
What tools, resources, or strategies would you use to make improvements in your classroom?
5. Use an infographic tool such as Piktochart or Canva to add visual appeal to your graphic story. Make sure that your first name and last name is included in the infographic. Use pictures, graphics, media clips, and diagrams as appropriate, to make your infographic interesting and easy to read.
6. In your infographic, include specific examples of how you can use Hattie’s effect size to make impactful decisions in the classroom. Note: You may not use the same example that was shared within the instructions of this activity.
7. Add a References section at the bottom of your infographic to include the research you did for this activity.
Report requirements
Response to Visible Thinking Routine in the Virtual Class and/or Discussion Forum
Infographic with recommendations for school and class-based student data decisions
Notes Extension activity: Look at a second dataset of students from your school district, state, or country that looks different from your class dataset. You can use a U.S. state achievement dataset or a sample international testing dataset such as PISA scores of a specific country, ISA results or TOEFL / IELTS test scores.
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
My Work
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