Course Information

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Data Literacy for Teaching
October 23, 2018 - December 31, 2285
Member:Nonmember:
$49$74
Teachers sometimes think of data as “hammers” (Data Quality Campaign, 2017) because data have been used to punish schools or teachers who don’t meet expected performance standards. This course demonstrates new possibilities for data use and also helps you to recognize the good things you are doing for your students. It explores big ideas around data, such as What are data? How can data be transformed into instruction?, and How can I evaluate my own use of data in my classroom?
Data Literacy for Teaching

Data Literacy 480x270

Professional development
  • Self-paced, asynchronous, start any time
  • 10 hours of learning, includes full lifetime access to course discussions and materials
  • Certified badge (micro-credential) awarded upon successful completion of final project
Competencies addressed

As a result of completing the assigned readings, viewing the video segments, and engaging in the related discussion and activities, you will be able to:

  • Identify a broad range of data, including observational, formative, summative, qualitative, quantitative, class climate, survey data.
  • Generate an inquiry question for the data inquiry cycle.
  • Determine what type of assessments will be most appropriate for the data inquiry cycle.
  • Identify a data display that will best convey the nuance of the data collected for the data inquiry cycle.
  • Evaluate the validity of conclusions drawn from data.
  • Generate a plan for instruction based on data collected.
  • Identify methods for evaluating your teaching performance.
Standard met

Meets InTASC professional standards for the licensing of new teachers.

Specifically:

Standard #6: “Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.”

Standard #9: “Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.”

Requirements
  • Any K–12 teacher can take this course (no prior knowledge or actual classroom experience is required).
  • Access to Internet on mobile device or computer. No purchase of additional materials needed.
  • Review and engagement of all content material included in the course, in the sequence presented.
  • Successful completion of final project.
Content and format
  • 6 research-based modules, each taking roughly 30–60 minutes to complete
  1. What Are Data?
  2. Identifying Problems and Framing Questions
  3. Using Data
  4. Transforming Data Into Information
  5. Transforming Data Into Decisions
  6. Evaluating Outcomes
  • Associated activities to test your knowledge of each module
  • Final project: Create an artifact on the data inquiry cycle that can be uploaded to your e-portfolio. Choose from three presentation formats to describe your SMART goal, the kind of data collected, display of data, your instructional techniques based on the data, and an evaluation of outcomes.
About the author

Dr. Jori Beck is Assistant Professor of Teaching & Learning at Old Dominion University. Her article “Making a Case for Case-Based Teaching in Data Literacy” appeared in the Kappa Delta Pi Record journal (July–Sept issue, 2017). She specializes in qualitative methods, including case study, as well as works with school–university partnerships on the theme of equity.