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Should a teacher display data within the classroom? Should a teacher recognize success? What if a student does not get his/her name up one the board?
These are the typical questions I hear when I ask teachers or schools to display data within the classroom. I tend to have a hard time getting the teachers to buy into the idea of putting scores on a bulletin board. The main reason I have fight for data boards is to give the students a goal to reach. The students can visually see where they are and where they need to go within the classroom in order to be successful.
In the Blended Learning World, data drives the classroom. Once a teacher starts to recognize the power of data from formative assessments, the classroom is transformed from a traditional classroom to a Differentiated, Blended, and even a Personalized learning environment. This is one of the hardest transitions for teachers to over come. The main reason is that by using the data, the students are no longer all working or learning at the same pace, place, or path. Teachers can still group the students by ability but rather than just having three groups, the teacher might have six, seven, or even eight groups based on the needs of the students for that lesson/unit.
These are the typical questions I hear when I ask teachers or schools to display data within the classroom. I tend to have a hard time getting the teachers to buy into the idea of putting scores on a bulletin board. The main reason I have fight for data boards is to give the students a goal to reach. The students can visually see where they are and where they need to go within the classroom in order to be successful.
In the Blended Learning World, data drives the classroom. Once a teacher starts to recognize the power of data from formative assessments, the classroom is transformed from a traditional classroom to a Differentiated, Blended, and even a Personalized learning environment. This is one of the hardest transitions for teachers to over come. The main reason is that by using the data, the students are no longer all working or learning at the same pace, place, or path. Teachers can still group the students by ability but rather than just having three groups, the teacher might have six, seven, or even eight groups based on the needs of the students for that lesson/unit.
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