30-Minute Data Dialogue

Collaborative Inquiry

Leading to Data-Informed Instruction, Enhanced Teaching and Learning, and Overall Student Success

Ongoing Self-reflection + Conscious Improvement = Student Success

The Spirit of Dialogue

The spirit of dialogue is one of free play, a sort of collective dance of the mind that,

nevertheless, has immense power and reveals coherent purpose.

Once begun it becomes continuing adventure that can open the way to

significant and creative change.

~David Bohm

What is Dialogue?• A dialogue is a group communication process in which

participants practice certain techniques to enhance their individual and collective learning.

• In dialogue there is a shared commitment to inquiry without necessarily reaching a decision or taking a specific action.

• In fact, the expectation that a decision will be achieved by consensus is enough to derail the dialogue process, especially among beginners.

• This question of intent is important and although you can’t force a dialogue to happen, you can provide an environment in which people who truly desire to participate in a dialogue can be supported and encouraged.

What Dialogue is NotAccording to some, dialogue is not a decision-making process, tool for planning action, or a process led by any single individual. It is also not:• Advocacy: Advocacy is the act of pleading or arguing strongly in favor of a

certain cause, idea or policy.Conference: A conference is a formal meeting for consultation or discussion.Consultation: In a consultation, a party with the power to act consults another person or group for advice or input to a decision. The decision-maker generally retains the power to take the advice or not.Debate: A debate is a discussion usually focused around two opposing sides, and held with the objective of one side winning. The winner is the one with the best articulations, ideas and arguments.Negotiation: A negotiation is a discussion intended to produce an agreement. Different sides bring their interests to the table and the negotiation has a transactional and bargaining character to it.Salon: A salon is a periodic social, unstructured, and informal gathering involving open-ended conversation with no particular objective.

Dialogue vs. Discussion• Dialogue: The root of the word of dialogue is from the Greek “dia”

or through and “logos” or word, or meaning. Therefore the dialogue process is a stream of meaning that flows through and among the participants.

• Discussion: The word discussion has the same root as percussion and concussion. A useful image of a discussion might be a ping-pong game using words that bounce back and forth.

In dialogue, members of the group can explore but go beyond any individual understanding. New insights may be gained that were not possible through thinking in isolation. Participants help each other observe the incoherence in each other’s thought as people learn how to think together, sharing thoughts, emotions, and feelings while reflecting on their own.

Best Practice…• A growing body of evidence suggests that when teachers

collaborate to pose and answer questions informed by data from their own students, their knowledge grows and their practice changes. • Borko (2004) describes teachers who met regularly to review

student work in response to a common assignment. From their joint study of students' strategies, the teachers gained greater understanding of their students' reasoning and adapted their classroom practices to this new knowledge.

• Gearheart and Osmundson (2008) report similar findings. They studied teams of teachers who created student assessment portfolios. As a consequence of sharing and discussing their students' portfolios, teachers not only deepened their knowledge about how to assess student understanding but also used the assessment results to guide their instruction.

What is Data Analysis?• Data analysis is a body of observation and inquiry methods

that help to: • Describe facts • Reveal patterns • Develop explanations • Test hypotheses

• Data analysis is not about numbers — it uses them.

Ask yourself , “What evidence do we see at Trade Tech that teachers use classroom data analysis results to inform their instructional decisions?”

Why Collaborative Inquiry?

• In collaborative inquiry, teachers work together in a safe space to:

• Identify common problems and challenges• Think and question aloud• Analyze relevant data• Share instructional approaches

• The idea behind this approach is that such systematic, collaborative work will increase student success.

The Case for Data Dialogue• Time: Finding the time for structured dialogue and

collaboration is the biggest problem. Regular meetings between faculty are frequently significantly constrained by time, and usually do not allow for conversations or discussions. Keeping it to a particular time frame makes it more attractive to participants.

• Structure: Using a structured process like this will help guide your dialogue.

• Objectivity: Analyzing data in isolation can be overwhelming and lack objectivity and accountability.

Desired Outcomes:

At the end of this session, participants will be able to:

• Infer implicit trends from the data• Identify common problems and challenges• Question and think aloud• Discover new opportunities and possibilities• Share ideas and instructional approaches

This dialogue and collective inquiry will assist instructors in improving their teaching practices and curriculum design and planning, which will, in turn, improve the success of students and of the institution.

I: Focus for Dialogue• Using Red Book Form 15 as a guide, select a focus for your

discussion. For instance, “Today we will focus on the implicit trends of our SLO Assessment Results.”

• Getting reading, keep in mind that you should look to learn, not to confirm a belief or bias.

II: Relationships & Expectations• Identify Core Values in maintaining, developing, and/or strengthening

productive relationships (e.g. Community of Trust) throughout this dialogue.

• Set expectations or Ground Rules (procedures and limits agreed-to by the parties to a negotiation to govern the process, conduct, and scope of the negotiations). Basics include:• Actively listen without technological distractions (texting, typing, etc.).• Describe the data before seeking cause or understanding. • No faulting or blaming the data, instructor, or student. • Leave preconceived notions at the door. • All participants hold equal status; therefore, no

• Make sure Norms (typical or standard operating behaviors, details, and logistics management) are shared and agreed upon (for example, starting on time and ending on time).

• Review Active Listening Process(30 seconds to 1 minute)

Community of TrustEstablish core values that may include authenticity, respect, and tolerance.

Core Values

• Come to a consensus on your core values as you coming into this space of sharing. Go to the website, http://www.couragerenewal.org/about/foundations, the Center of Courage and Renewal, where it describes the 8 core values of their “Circle of Trust” approach:

• Adopt or adapt their values. Make sure the whole team agrees.

Integrity/WholenessAuthenticity DiversityCommunity

CourageLoveHopeRenewal

Ground Rules• Some typical rules are:• Speak honestly and truthfully from the heart• Be brief• Listen attentively• Allow one person to talk at a time • Listen to the person talking, without interrupting• Be supportive of each other and encourage each other• All participants are equals; partners learn from each other

and do not merely seek to teach one another.

• Visit the National Coalition for Dialogue and Deliberation at http://ncdd.org/rc/item/1505 for more ideas on ground rules.

Seven Norms of Collaborative Work, Part IDeveloped by Laura Lipton and Bruce Welman

1. Pausing: Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion and decision making.

2. Paraphrasing: Using a paraphrase starter that is comfortable for you: “So...” or “As you are...” or “You’re thinking...” and following the starter with a paraphrase assists members of the group to hear and understand each other as they formulate ideas.

3. Probing: Using gentle, open-ended probes or inquires such as “Please say more...” or “I am curious about...” or “I’d like to hear more about...” or “Then, are you saying...” increases the clarity and precision of the group’s thinking.

Seven Norms of Collaborative Work, Part II

4. Putting ideas on the table: Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say “Here is one idea...” or “One thought I have is...” or “Here is a possible approach...”

5. Paying attention to self and others: Meaningful dialogue is facilitated when each group member is conscious of self and others and is aware of not only what s/he is saying, but how it is said and how others are responding. This includes paying attention to learning styles when planning for, facilitating, and participating in group meetings. Responding to others in their own language forms is one manifestation of this norm.

Seven Norms of Collaborative Work, Part III

6. Presuming positive presuppositions: Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and eliminates unintentional put-downs. Using positive presuppositions in your speech is one manifestation of this norm.

7. Pursuing a balance between advocacy and inquiry: Pursuing and maintaining a balance between advocating a position and inquiring about one’s own and others’ positions assists the group to become a learning organization.

III: Active Listening

10 or Maximum

The Chinese Character for Listening: This Chinese symbol, or pictograph, shows us the perfect description of the effective listener. The symbol is a composite of six individual word characters. Separately, each character carries its own definition and use; but when placed together, they become the single Chinese word for listen

Eye or Focus

1 or Single

Heart

Ear

King

About Active Listening:• From the top left, going clockwise:

• Ear: we gather audible information with our ears

• 10 or maximum: 100 percent, our undivided attention (this symbol sits directly over eye, suggesting that we stay focused)

• Eye: we gather visual information with our eyes

• One or single: sits right above heart, suggesting whole-heartedness

• Heart: we must listen empathetically

• King: we listen and then have the ability of a king to act on what we have heard with effectiveness and power while showing respect, or compassion to the other person.

Start Now… Spend no more than 30 minutes with your colleagues

piloting a “Thirty-minute Data Dialogue” for department discussions.

IV. Predictions & AssumptionsAnswer these questions and directives

• With what assumptions are you entering?

• Talk about your predictions.• What are some questions that

you can ask yourselves?• What are some possibilities for learning that this experience

presents to you?

V: Data Distribution• Distribute hard copies of the data. You can get a packet from

the researcher or create your own by collecting all of your discipline’s or department’s assessment results forms (3, 6, 9, or 12). Everyone should have the same data packet.

• Choose a format for the data that is easy to read. Instructors are always encouraged to bring their own data as well as anything additional from other sources.

VI. Quick Scan Before You Begin

At this stage of the analysis, teams should be careful not to jump to conclusions or attribute causality to the data at this stage of the analysis. That will come later. Instead, team members should attempt to maintain what Wellman and Lipton (2004) call “purposeful uncertainty” or “intellectual hang time.”

• What do you see in the data? • What “pops out” at you from the data?• What do you think or what’s your “hunch” as a result of

examining the data?• What do you want to know as a result of examining the data?

VII. Survey & Observe

Survey and observe student data

• Activity 1: Mark-up• Analyze data and mark areas that are striking.• Write questions that arise from the data.

• What important points seem to “pop out”?• Describe the patterns, categories and trends that are emerging?

(5-6 minutes)

VIII. Descriptive Statistics…

Mean = AverageMedian = MiddleMode = Most

Range = Highest-Lowest

Just the Facts…

• What is the mean (average) score?

• What is the median (middle) score?

• What is the mode (most scores)?

• What is the range (highest-lowest score)?

• What is a passing/proficient score

• What percent scored in the proficient range?

• What was the highest score?

• What was the lowest score?

Descriptive Data Questions• How many and which students • exceeded the standard?• met the standard?• did not meet the standard?

• How many and which students were • close to meeting the standard?• far from meeting the standard?

• What is the mode of scores? (Wonder: Which questions were most commonly scored high or low?)

• What is the range of scores?• Is there a big gap between the highest scoring student and the

lowest scoring student?

Descriptive Statistics

Debrief & Dialogue…

• How were students distributed among the performance levels?

• How would you describe the difference (knowledge and skills) between

the student at the top and the student at the bottom of the list?

• How would you describe the difference (knowledge and skills) between

the student just above and the student just below the “cut” line?

• Were you surprised by any of the students’ performance? Why?

Let’

s Talk

IX. Data Analysis…

What Pops Out?What “pops” out to you from the data?

Patterns in the Data

Describe what you see repeated in the data. Patterns should be discerned first within one data source and then by triangulating (bringing together) conclusions from multiple sources.

• What patterns do we see in the strengths of students according to the data?

• What patterns do we see in the weaknesses of students according to the data?

Categories in the DataDescribe what you see repeated in the data. Patterns should be discerned first within one data source and then by triangulating (bringing together) conclusions from multiple sources.

• What patterns do we see in the strengths of students according to the data?

• What patterns do we see in the weaknesses of students according to the data?

Trends in the DataDescribe the direction in which the data is developing or changing during a time frame.

• What trends do we see developing or changing in the strengths of students according to the current data and previous data?

• What trends do we see in the weaknesses of students according to the current data and previous data?

• What data do you have from last year?

Data Analysis

Debrief & Dialogue…

• What observations did you have in common?

• Do you agree with the areas that seem to pop out?

• What observations did you not have in common?

• If your observation is different from your partner’s, talk and listen

and try to understand

Let’

s Talk

X. Disaggregated Data…

Disaggregated Data

• How did the performance of subgroups compare with one another?

• Were you surprised by any of the subgroups’ performance?

• How were subgroups of students distributed in the ranking?• Are you surprised by the distribution of the subgroups?

• What factors did you consider when you ranked the students?• How many factors did you consider when you ranked the

students?• Were certain factors more important than others in your

judgment?

Dialogue Prompts

I. Curriculum Evaluation

• Review the curriculum via the syllabus for the upcoming term or semester.

• Write questions regarding the• Curriculum• Assessments• Classroom Activities

• Activity 4: Rapid Answer Session• Answer as many curriculum questions as you can in 2 minutes. At

the end of the two minutes, the facilitator will take ownership for following up with the instructor.

II. Identifying Strengths & Weaknesses

Identify student strengths and weaknesses• My students had trouble with ______________.• They will have trouble with _______________.

Fill in the blank with the curriculum power standard and also answer why (clear about which students are going to struggle and which are not).

(5 minutes)

III. Thinking Aloud…

• Given that some of my students are going to struggle on the ____________, what can I do as an instructor to mitigate the impact and ensure that students are progressing towards proficiency?

• What are you going to start doing, stop doing, and keep doing based n the data analysis?

(5 minutes)

Self-reflection

Follow effective action with quiet reflection. From the quiet reflection comes even more effective action.

~ Peter R. Drucker

IV. Self-reflection Questions, Part I

1. Did I allocate sufficient time for the unit? If no, how will I do that next time?

2. Did I adequately use the results of the pre-assessment to build on students’ existing/prior knowledge? If no, why not?

3. Did I utilize formative assessments enough throughout the semester? If no, why not?

4. Did I utilize various teaching techniques to respond to students’ diverse learning styles? If no, why not?

5. Did I involve students in setting their own goals for reading and studying? If no, why not?

6. Did I review the rubric with the class and allow the students to practice using it? If no, why not?

Self-reflection Questions, Part II

7. Did I help students to monitor their progress? If no, why not?8. Did I utilize cooperative learning activities where appropriate?

If no, why not? 9. Did I provide multiple opportunities for student writing? If

no, why not?10. Did I assign purposeful homework and vary the approaches to

providing feedback on the homework? If no, why not? 11. Did I provide students specific and timely feedback on their

assignments? If no, why not? 12. Did I assign enough assignments? If no, why not?13. Did I ask students to respond to higher-level questions that

require them to analyze, synthesize, and evaluate? If no, why not?

Self-reflection Questions, Part III

14. Did I provide multiple opportunities for students to practice, review, and apply their new knowledge? If no, why not?

15. Did I use results of ongoing classroom assessments to guide instruction? If no, why not?

16. Did I include strategies for involving students in monitoring their own progress toward goals? If no, why not?

17. Did I reinforce students’ efforts and provide recognition of success? If no, why not?

18. Did I use the most appropriate type of assessment for the knowledge and skills that were assessed? If no, why not?

19. Did I use a variety of assessment formats? If no, why not?20. Did I use classroom assessments that mirror other state,

district, or local assessments in content and format? If no, why not?

Self-reflection Questions, Part IV

21. Did I mirror the level of rigor used in scoring external assessments when scoring classroom assessments? If no, why not?

22. Did I involve students in monitoring their own progress toward learning goals? If no, why not?

23. Did I hold students accountable for their reading and studying? If no, why not?

24. Did I collaborate with the Learning Skills and Tutoring Centers to provide additional help for my students? If no, why not?

25. If I know that students need to improve in their reading and writing skills, but that they will not voluntarily go to the Learning Skills and Tutoring Centers, what do I do to hold them accountable for going? If no, why not?

26. How do I hold student accountable for their textbook reading? If no, why not?