Small group instruction is a highly effective way to meet the varying educational needs of students in your elementary classroom. However, sometimes it’s difficult to determine which of your students need further instruction. The use of data analysis can help you establish your focus and verify the effectiveness of your targeted lessons.
In my classroom, I use data analysis to identify missing skills in both reading and math. I use the students’ weekly tests to collect my data. Once their tests have been graded, I have a general idea of how the class performed on the skills as a whole, but by breaking down the data into easily identifiable parts, I am able to use it to drive further instruction.
To do this, I first create a spreadsheet with the students’ names along the left fields. In the upper fields I list the skills contained in that particular test. I then go through each student’s test, placing an X in the fields where he or she answered incorrectly. When I am done I can see student weaknesses at a glance.
Next, I use the data to plan my subsequent lessons. If more than 70% of the class answered a skill question incorrectly, I know I need to revisit that skill during a whole group lesson. If only a few missed the question, I can create a small group lesson targeting that skill.
Data analysis is also helpful in seeing students’ progress over time. If, for instance, I see that a student has consistently answered incorrectly on a specific skill over several lessons, I know that my current instruction isn’t meeting his or her needs, and I can look for other ways to help that student. If, on the other hand, my analysis shows an increase in correct answers, I know that my current instruction is working.
Data analysis is vital to my role as an educator. Through its use, I am able to not only document the reasons behind my small group instruction, but also also rest assured that I am providing the specific instruction necessary for my students’ educational success.
Recent Comments