Thinking About Student Data
VISION. ACCESS. JOY.
Rethink what we call "data". Use the following articles, webinars and podcast to disrupt unjust practices and promote the humanization of our students.
Rethinking Data Conversations - NCSM Podcast
This podcast featuring Dr. John W. Staley, with credentials too long to list, and facilitated by Mona Toncheff, NCSM Past President, and John SanGiovanni, Regional Director Eastern US 2, discusses important topics about how to have data conversations in schools. He talks about shifting the focus from scores and deficiencies to students' lived experiences.
Our Children Are Not Numbers
This article by Jody Guarino, Shelbi Cole, and Michelle Sperling, published by NCTM and can be found in MATHEMATICS TEACHER Learning and Teaching, is a critical read if you support schools to look at and think about their math data and data practices. They write about “Humanizing Assessment Design,” “Humanizing Data Practices” and “Humanizing Communication”. You can get access to the article by joining NCTM.
Street Data A Next-Generation Model for Equity, Pedagogy, and School Transformation
We love this book by Shane Safir and Jamila Dugan! It is a breathtaking, long overdue look at “big data'' and its effects on schools and students. They invite us to stop this focus and rather, to look in a new direction: on the voices at the margins. We think this IS the data to look at.
WEBINAR: Street Data A Next-Generation Model for Equity, Pedagogy, and School Transformation
We know math coaches are asked to look at student data. But they are often asked to only look at state or national numbers, rather than student work, interviews, participation rates, and engagement efforts. In this webinar Shane and Jamila share their research on data and their humanizing and liberating approach to school transformation.
Sheldon L. Eakins is a leader and educator in equity work. Among many of his endeavors, he also hosts a podcast called Leading Equity. Every podcast is about advocacy and helping educators become better advocates for their students. “Advocates aren’t satisfied with the status quo”. Click the image to hear his conversation with Shane Safir.
Inside the Black Box
Paul Black and Dylan Wiliam write about how critical formative assessment is for increasing student learning. They argue that formative assessment is at the heart of improving teacher effectiveness. They write, “... so that the overarching priority has to be the promotion and support of change within the classroom.”
Coaching for Students
VISION. ACCESS. JOY.
Below are some articles and slideshows with student work.
Click on the image to find out more.
Learning to See Students’
Mathematical Strengths
The authors of this article, Abbe Skinner, Nicole Louie, and Evra M. Baldinger, tell the story of a classroom teacher shifting her practice. She is supported by math educators whose work it is to help transform mathematics classroom culture.
Norms for Teachers’ Discussions of Students’ Mathematics in Professional Development Settings
This paper describes how and why it’s important to establish norms for looking at student work that focus on students’ mathematical thinking. The authors share how to create a productive learning environment for teachers to promote student learning.
Why I Center Student Experiences in My Math Class
Fourth grade teacher, Neven Holland, writes about the importance of creating a learning environment that honors student needs and experiences. He describes the transformative experience of learning from an instructor who encouraged mistakes, multiple solution-paths, and seeing mathematics as a way to understand the world. His story will give you insights into the importance of culturally responsive teaching and coaching.
Student Work Samples on Fractions
Randy Merker and Zach Leonard used the K-5 book Taking Action to create a professional development experience for teachers to do mathematics together and look at student work. Here is a sample of the slideshow they created.
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Selecting and Sequencing Students Solution Strategies
Author and assistant professor of mathematics education, Erin M. Meikle, shares her close analysis of how to make selecting and sequencing student work productive for whole class math discussions.
Elevating Student Voice
Our colleague Mario Valdez investigates working with teachers to “unmute” students in math class. Here is a slideshow with some student work where he’s asked students to reflect on their own learning.
Learn to Listen: Use Student Interviews to Drive Professional Learning
We love this article by Nicora Placa. It describes the importance of centering our work on listening to students which we would argue is one of the most essential equity practices we can do. She describes how interviewing students can be an important tool for working with teachers and developing stronger mathematical understanding.
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Coaching Through Focusing on Student Thinking
Lynsey K. Gibbons, Melinda C. Knapp and Teresa Lind have written an article focused on coaches who understand that their role is to support teachers to develop and refine practices that promote student identities as mathematical thinkers. They write that, “curiosity about student thinking lies at the heart of great mathematics teaching.”
Two Instructional Moves to Promote Student Competence
Jen Munson writes about the importance of productive struggle and names two, very clear teacher moves that will cultivate listening practices for teachers and promote student understanding.
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