These days, data is the buzzword on every administrator’s lips. “We need to incorporate more data-driven instruction, What does the data say? How are you using it to drive instruction?” While data is undeniably valuable, its true power lies in how we interpret and apply it.
Today’s topic may ruffle some data guru feathers. However, in my 15+ years of experience teaching the bottom 25% of students, I have learned a thing or two about moving students. Working with this demographic of students often requires extensive reteaching and remediation and if not done properly all those efforts turn up limited success in mastery.
If you are an educator still working in the classroom trenches, then stay tuned to learn highly effective hacks, that will allow you to get the most bang for your buck when using data-driven instruction. We are going to dive deep into some strategies that can unlock the best opportunities for student growth, while requiring the least amount of energy from you. Trust me, your future self will thank you!
Why Not Focus on the Weakest?
If you are trying to get the most bang for your buck using data, then allow me to throw this unconventional method of focusing on the median questions at you. Why? Simply put, these questions offer a glimmer of hope. They indicate skills that a decent amount of students have already grasped, making them attainable, less far-fetched goals for others.
Next, I turn my attention to the highest percentage questions. Again, why? Because repetition is key. When using data-driven instruction, I prefer to reinforce these already mastered concepts. Implementing this helps students to lock in their strengths. It is also great for boosting their confidence, minimizing learned helplessness, and to keep them motivated and engaged. After all, who doesn’t love feeling like a genius from time to time?
To learn more about the cause and cure of learned helplessness in low-performing students click here.
Data-Driven Instruction Classroom Activities
Now that you know what the data says, what are you going to do with it? Spoiler alert, the wrong answer is to do nothing at all. When it comes to allowing the data to drive instruction, here are some of my favorite strategies:
Bell work
When students first enter your classroom, these are the questions they work on for the first 5-8 minutes of class. It depends on how many problems you give, as to how much time you decide to allot them. The possibilities are endless when you are using bell work to remediate. Mix it up with high-performing, median-performing, and current content questions. It’s like a warm-up for the brain, setting a productive tone for the lesson.
Rotations Rule
Yes, you can do rotations at the secondary level! They can be powerful tools at the secondary level too. Begin by grouping students by ability or error patterns. Utilizizing the teacher-led station to focus on those median skills for lower performing students. While taking the opportunity to challenge advanced students with the low-percentage skills.
Rotations allow you to prioritize data-driven instruction, by customizing assignments to meet students where they are. All the while, working intentionally to elevate them. As an added bonus, even the students who typically do little to no work, will give a greater effort. The mix between the more intimate attention, and seeing work at their level, gives them some extra zest.
If you have always wanted to implement rotations, but student behavior is a major concern, click here to get the best classroom management hacks for activities.
Small Group Pull-Outs
During independent work time, pull out small groups for 8-12 minutes of focused skill-building. It’s a great way to provide personalized attention without disrupting the lesson’s flow. Just remember to give those students a chance to catch up on the main assignment afterward, or cut down on the amount of work you expect them to produce.
Spiral Review with Current Practice
This one is as simple as it sounds. If you are having students practice current content, slip in 2-3 questions at the end that cover those high or median percentage questions from previous units. The only caution I have for this method, is make sure your students will actually get a chance to work on those questions (keep amount of practice questions at a reasonable level) and also get a chance to get feedback/guidance on them as needed (peer support and/or make yourself available).
Grouping for Growth
Grouping students isn’t just for rotations—so please do not limit yourself. For me, it is a daily practice, utilizing assigned groups unless it’s test or quiz day. After every other unit test, I use the data to form well-balanced groups, making sure each has at least one high-performing student. If there aren’t enough high-performers, I pair two median performers to balance things out, ensuring everyone can learn from each other.
While it is important during data-driven instruction, to allow data to drive your groups. The real secret is… Personality! I mix extroverts and introverts and avoid pairing “buddies” to keep things productive. By considering performance and personality, I create groups that encourage collaboration, maintain order, and prevent any one student from taking over. The result? Balanced, thriving groups that work well together!
PRO TIP! For Classes that are more challenging behaviorally, I group by personality. Making sure I seperate buddies first, then I use data afterwards to finish filling in the groups. Afterall, learning cannot take place in a chaotic classroom.
Conclusion
In the end, using data-driven instruction doesn’t have to be overwhelming. There are ways to make it both effective and manageable. By focusing on median and high percentage questions, you can guide your students toward improvement and mastery without exhausting yourself. Remember, it’s all about the quality of data application, not the quantity. Embrace these strategies, and you’ll see your students thrive—and watch your students thrive with less stress on your part. Cheers to getting the most bang for your buck!
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