A Data-Based Motivation Technique Motivation Matters! A Data-Based Motivation Technique

Rita & John ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us www.weteachwelearn.org http://mplsesl.wikispaces.com @ritaplatt Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts. John Wolfe is an Itinerant ESL Teacher in the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.

Collaborative, Conversational, & Continuous! Relax … Everything (and more) is on The Wiki http://www.mplsesl.wikispaces.com/ The 3 C’s of PD: Collaborative, Conversational, & Continuous!

Questions to be Answered How are you currently using data? What is data-based motivation and how can it be implemented? What are some measures that are useful to EL’s? How does student goal-setting fit in with data-based motivation?

What do your students know about their English Proficiency? What do they know about the state of their “journey” to English?

Data-Based Decision Making Assess Analyze results Set goals for student growth- plan interventions to meet goals Teach for growth toward goals Reassess Tweak plans Repeat  Repeat  Repeat Continuous Improvement Model

Data-Based Decision Making Assess: Administer reading assessment Analyze: Student is at a GE 2.3, but could make quick growth with targeted instruction Set Goal: Progress from 2.3 to level 2.8 by the end of the second quarter Plan: Small guided reading group instruction 4 times per week for 30 minutes PLUS 10 minutes of fluency practice each day Implement Plan Reassess: Student at level 2.9 Tweak plan: Continue Continuous Improvement Model

Who is missing from this model?

What is Data-Based Motivation? Students must be INVOLVED to be motivated!

What does Pink tell us we need in order to be motivated? Daniel Pink on Motivation RSA: What Motivates Us - Dan Pink http://www.youtube.com/watch?v=Y64ms-htffE How can we apply the principles set forth in the video to teaching and learning? What does Pink tell us we need in order to be motivated?

Make Learning Visible! ACHIEVEMENT! Purpose  Mastery  Ownership MOTIVATION Leads to Make Learning Visible! ACHIEVEMENT! Leads to…

John Hattie on Visible Teaching & Learning Visible teaching and learning occurs when learning is the explicit and transparent goal, when it is appropriately challenging, and when the teacher and the student both (in their various ways) seek to ascertain whether and to what degree the challenging goal is attained.

Steps for Using Data-Based Motivation Share criteria / growth norms with students Teach students to look at / analyze their own data Teach students to set goals and monitor progress Celebrate growth! Repeat … Repeat … Repeat Using Data to build OWNERSHIP PURPOSE MASTERY

To Make Learning Visible You Must Share Data with Students http://thetalentcode.com/2012/12/11/the-most-powerful-3-letter-word-a-parent-or-teacher-can-use/ YET! Lifting the “veil of shame” with the power of “YET!”

Purpose Mastery Ownership Can-Do Descriptors Purpose Mastery Ownership

Sharing Norms/Criteria Oral Fluency Norms Grades 3-5 Grade Percentile WCPM Fall WCPM Winter Spring 3 90th 75th 50th 25th 10th 128 99 71 44 21 146 120 92 62 36 162 137 107 78 48 4 145 119 94 68 45 166 139 112 87 61 180 152 123 98 72 5 110 85 182 156 127 74 194 168 109 83 Purpose Mastery Ownership

More Ideas for “Anchor Data” & Monitoring Progress Free Curriculum-Based Measures (CBM) DIBELS, Easy CBM (QUICK, easy probes for math, fluency, and comprehension) www.easycbm.com

Sharing Norms/Criteria

Individual Student Report MAP Individual Student Report RIT Targets Report

Other CAT’s (Computer Adaptive Tests) STAR Reading – in English and Spanish FastBridge aReading

Comprehension Rubrics

WIDA & MDE ELD ACCESS Norms

Vocabulary Size? http://tiny.cc/jjwVocabSite

Sentence Repetition / Elicited Imitation Tasks http://tiny.cc/jjwRepTasks

Sharing Growth Data With Students Present data in easy to understand formats and using kid-friendly rubrics

Student-Managed Data-Notebooks http://www.beaumonttogetherwelead.com/data-notebooks.html http://montgomeryschoolsmd.org/info/baldrige/staff/datanotebooks.shtm

Warning: The Role of TEARS in Data-Based Student Motivation

Make Learning Visible! ACHIEVEMENT! Purpose  Mastery  Ownership MOTIVATION Leads to Make Learning Visible! ACHIEVEMENT! Leads to…

Teaching Students to Analyze Data Where do I want/need to be? Look at the Norms / Criteria Where am I now? Look at Current Data How can I get there? Students reflect on data What does the data tell me about my learning? How can I improve? Students set goals for growth

Okay, we’ve got kids looking at data, now what???

Goal Setting, A Simple Lesson Sequence

To be effective, goals must be To be effective, goals must be r To be effective, goals must be FRONT & CENTER! To be effective, goals must be SCAFFOLDED! Goal Packets/Worksheets

Your Role Students’ Roles Coach Manager Mom/Dad (the “mean” kind) Professor Researcher Diagnostician Encourager LEARN

Possible Road Blocks Some students never seem to make growth. Kids will compare their data. Too much focus on grading, assessment, or data. Students will stress-out. Takes too much time to implement.

Your Turn Self Assessment -- Mark the continuums (1 = Novice -- 5 = Master) How well do you use data to inform your instruction? 1 2 3 4 5 How confident / reliable are you at sharing data with students? 1 2 3 4 5 How confident / reliable are you at working with students to set individual goals? 1 2 3 4 5 How confident / reliable are you at celebrating successes with students? 1 2 3 4 5

Your Turn Analyze your own data, choose two areas in need of growth and set growth goals. Return to your goals in the Fall and plan for implementation. Example: I will increase my score from a 2 to a 4 on the self-assessment continuum for “I am confident / reliable are you at working with students to set individual goals” by the end of the first semester in the 2011/12 school year.

Were the Questions Answered? How are you currently using data? What is data-based motivation and how can it be implemented? What are some measures that are useful to EL’s? How does student goal-setting fit in with data-based motivation?