Introduction to Data Literacy
This module provides an introduction to data literacy. Both teacher and principal perspectives are included. It includes information on types of data, strategies for analyzing and understanding data, and processes for determining how these can influence instructional practices. In order to design effective instruction and learning environments, educators need to determine what learners know, and effectively use evidence collected. This module aims to provide learning experiences that develop or enhance abilities to find, evaluate, and use data to inform instruction.
5 weeks, 1.0 CEU (general)
Currently scheduled sections
Instructional goals and learning objectives
- Define data literacy and establish why users should be data literate
- Define what it means to be data literate
- Self assess understanding of data literacy
- Identify data and processes that drive improvement of instructional practices
- Explore the different types of data
- Explore how to locate data
- Introduce basic statistics and graphical representation for data interpretation
- Understand the use of valid and reliable data in decision-making for learning
- Introduce the basics of collection, documentation, organization and presentation of data
- Identify, implement, and evaluate processes for using data to improve instructional practices and student outcomes
- Enhance the awareness of cause/effect and its challenges
- Compare grading practices and reporting data, as they relate to improvement of instructional practices and student outcomes
- Introduce feedback loops
Alignment to North Carolina standards
- North Carolina Professional Teaching Standards
- 1. Teachers demonstrate leadership.
- a. Teachers lead in their classrooms.
- b. Teachers demonstrate leadership in the school.
- 4. Teachers facilitate learning for their students.
- b. Teachers plan instruction appropriate for their students.
- h. Teachers use a variety of methods to assess what each student has learned.
- 5. Teachers reflect on their practice.
- a. Teachers analyze student learning.
- North Carolina School Executive Standards
- 2. Instructional Leadership
- a. Focus on learning and teaching, curriculum, instruction and assessment
Week 4: Interpretation and Evaluation of Data
- Week 1: Defining Data Literacy
- Discussion Forum: Introductions
- Defining Data Literacy: Introduction
- The Purpose of Becoming Data Literate
Discussion Forum: Student Learning
Discussion Forum: Is Data Informed?
- What Does it Mean to be Data Literate?
- Week 2: Data Location and Comprehension
- Data Location and Comprehension: Introduction
- Locating Relevant Data
Location of Data Resources
Discussion Forum: Ms. Patton’s Folder
- Understanding Data and Basic Statistics
- Week 3: Data Validity and Reliability and Data Organization
- Data Validity and Reliability
- Collection, Organization and Presentation of Data
Discussion Forum: Ms. Patton: Assessment Data
Assignment: Sorting and Filtering
Week 5: Reevalutation of data and Conclusion
- Interpretation, Evaluation and Reevaluation of Data: Introduction
Discussion Forum: Questions for Interpreting Data
- Cause and Effect
Discussion Forum: Cause and effect in context
- Common Data Elements and Their Uses
Discussion Forum: Data Buckets
- Credibility of Data
Discussion Forum: Credibility of Data
- Instructional Feedback Loops
Discussion Forum: Data for Instruction
Discussion Forum: Using data effectively