One constant, unrelenting message we educators hear is data are life. All are data. Data are all.* And yet, I sense our fumblings and amateurish attempts to understand and analyze data fail us, and moreover, our students. We are often told to ignore qualitative factors that any scientist worth her salt would question, annotate, and… Read More “The Authority of Inscrutable…”
https://giphy.com/embed/xQrlUXZkcH6y4 via GIPHY Addendum: I wrote a follow-up four days later: Adding It Up Well, today we had a data discussion. And it wasn’t pretty. I got a little excited when I saw that the SBA ‘Brief Writes’ had gone up, but that was mostly for 7th grade. And though I shared so much with… Read More Hot piles of data.
Recently my friend John Spencer posted this lovely sentiment. I responded with a snarky comment. I’m sorry, John. You try to do a nice thing and I roll my eyes. I know you forgive me because you’re cool like that. The bigger question is, can I forgive myself? This led me to consider well, everything.… Read More Miles to go.
Another thread on the Notice and Note site that spoke to me so strongly, ‘how do you tell other teachers some practices are out of date?’ And what if they’re not, and what if they just need to be polished? How do you know when to reuse, recycle, or reduce our teaching stuff? One thing… Read More You know nothing, Mrs. Love, Part II
About two years ago, I and my colleagues tallied eight weeks of instructional time that went directly to summative assessments provided by the school, district, and state/Federal. We asked, and then begged, for a reasonable conversation and dialogue, but it fell on deaf ears. One test cost $8 per student, and I’m not sure we… Read More Data driven into the ditch. (And calling a tow-truck.)
I never guess. It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts. – Sir Arthur Conan Doyle I most always guess; and, tend to live by intuition, and… Read More Lizard Brain Trust.
Today I’m having my students analyze and evaluate the article from the Chicago Tribune: Report: Media use by teens, tweens grows to 53 hours a week Cell phones, computers, MP3 players consuming more of youths’ time. I remembered an anecdote (short memory/story) from my master’s program, where the following information is given: The rise of… Read More Burning Questions: Sharks and ice cream.
You must be logged in to post a comment.