Data-Driven Lesson Planning

Data-Driven Lesson Planning

Introduction

Instructional teaching is one of the practices considered by teachers for effective teaching. When the teacher emphasizes critical areas of teaching useful for meeting student’s needs, they can positively impact the student’s learning process with a lot of improved measures of ensuring success. This paper discusses the use of such practices in teaching. It uses two teaching data tracking charts adopted for growing the skills of the student A.

Student-Friendly Data Tracking Chart

Enhanced Data Tracking Chart

The data gleaned from the targeted teaching activity showed that the student requires improvement in sounding and reading. He has various challenges with specific forms of spellings and pronunciation. Data was taken from the targeted teaching activities of reading and pronunciation that made it easy to understand his capabilities. In this case, sounding techniques with the use of various learning materials were implemented. The learning focused on reading words, poems, stories, and pronunciation. The type of data used to learn about his skills included understanding his sounding and reading skills in consonant and vowel sounds. It was also focused on his capabilities to write and pronounce words correctly while reading or practicing.

When selecting the identified learning objective, learning issues encountered in teaching the literary skills were regarded. The learning objective was aimed at improving the reading skills of the student. The implemented teaching practice paved the way for understanding the student’s capabilities in learning English by offering enough data about his weaknesses and strengths in dealing with words. As a result, the data used to identify the objective was obtained from the learning skills of the student. This was done by introducing various learning materials and methods of reading and writing. The data were thus obtained according to how the student was fairing in pronouncing and sounding English words.

The student had weaknesses in sounding some vowels and consonants and writing different words correctly. The targeted teaching activity was thus created to ensure that the student would much practice reading and sounding letters or even words. The practice was based on the weaknesses of the student in learning vowels, consonants, words, pronunciation, and writing deficits. The data that indicated weaknesses of the student in such areas of learning sounds and writing, made it easy to come up with the learning activity to improve such areas. In creating the learning activity, the primary goals of impacting the student in learning the literary skills were considered. The student had some issues in sounding consonants and some vowels. The data was used to aid in a practice of equipping the student with effective leaning practices geared towards ensuring improvement in such areas.

The teaching plan has the objectives of boosting the literary skills of the student. It is focused on ensuring that the student can grow his English learning capabilities for better pronunciation and writing. The data that led to the creation of the teaching plan was collected through the previous implementation of a targeted teaching plan. This teaching plan adopted various goals of imparting knowledge to the student through the use of common words and areas of life for better leaning and engagement. Once the learning process was adopted, the student was able to show some of his strengths and capabilities concerning reading, writing, and pronunciation.

The learning process also used various learning materials, which made it easy for the student to identify sounds, words, and learning literary skills in an effortless manner. The data gathered about the literary skills of the student was organized and studied to determine how various methods of teaching can be used to help the student. The data was evaluated by analyzing multiple methods of teaching that would be applied in the teaching process. The methods attained are used in the plan because they add more value to the needs of the student. The technique can also be used among teachers and colleagues to improve methods of teaching primarily when focusing on the pronunciation and writing skills of the child.

Using data adds a lot of value to developing instruction. Data about student learning can make it easy to identify hindrances and gain more knowledge about what better approaches ought to be used to improve learning practices. Data gleaned from the student learning process, whether from pre-assessments, formative assessment, or summative assessment, makes it easy for the teacher to identify knowledge gaps. The evaluations conducted add a lot of knowledge about what the student requires to improve. They are used at different levels and teaching practices during a lesson, play, game, as well as at the end of lessons or courses. The data helps a teacher and the student to learn more about areas of strengths and weaknesses that should be considered while enhancing learning practices for better performance. The data that was used in this practice paved the way for understanding the student better. It made it easy to come up with practical objectives for instruction planning that should be focused on student needs.

The assessments represent ethical and professional responsibilities around analyzing and reporting data in various ways. The practices were in line with the learning standards that focus on teaching the student based on daily activities and the surrounding. They also met such criteria in incorporating various methods of teaching and strategies to assist the student in learning language to enable them to communicate efficiently about everyday things. The learning practices were also geared towards sticking to the curriculum and ensuring students obtain the desired success through continuous improvement. The primary focus of the assessments and collecting student learning data was to identify the specific needs of the students and tailor the instructional planning objectives to meet the needs of the student effectively.

The plan should be shared with various teachers to add more value to teaching processes among other professionals. It can also be shared with the family members to give knowledge to guardians and parents about strategies considered to ensure active learning among students. Through meetings and school gatherings, the practices could also be shared among other stakeholders such as supervisors and directors. The sharing process and methods could boast cohesion in the teaching processes so that the community, teachers, and the school fraternity is committed to supporting the learning practices to ensure excellent performance among students.

References

“5 Research-Based Tips for Providing Students with Meaningful Feedback,” by Stenger, located on the Edutopia website (2014).

URL:

http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

“Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making,” by Gullo, from Early Childhood Education Journal (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90795547&site=ehost-live&scope=site

“The Self-Assessment in Action – Teacher Feedback,” from Young Children (2016).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=114680493&site=ehost-live&scope=site