Collecting Hopes and Dreams

“It’s important to remember that behind every data point is a daughter, a mother, a sister – a person with hopes and dreams.” — Melinda French Gates

Image and wordcloud from ncec.catholic.edu.au

I’ve had the wonderful opportunity to visit a number of schools over the past few weeks, and see first-hand how teachers are making countless decisions every day to personalize learning. It strikes me that one of the positives to come from our years of lockdowns is a deeper understanding that context matters, and a willingness to find out more about the unique context that our students bring with them to our classrooms each day.

One aspect of context that I am interested in learning more about is “hopes and dreams”: What do our students wish for their future and how does that impact their learning in the present? How might your grade 10 geography lesson plans change if you knew what career your students were aspiring to? How would you group students in PHE class if you knew each student’s character strengths profile? Would knowing what values are important to your students influence disciplinary conversations?

I’ve been evaluating a number of different measures, including the Clifton Youth Strengths Explorer, the VIA Institute Character Strengths assessment, and The Talent Enthusiasts Hope Survey. I hope to find some commonalities and put together a tool for using this valuable data to inform teaching and learning. If you have another assessment you recommend, or if you have any suggestions for how you would like to access, visualize, and use this data, let me know in the comments.

Comments

The End of Year Data Handover

“And then she went to the porridge of the Little Wee Bear, and tasted it, and that was neither too hot nor too cold, but just right, and she liked it so well that she ate it all up, every bit!” — Goldilocks and the Three Bears For many of us, the sun is shining and we are in the mad dash of wrapping things up before escaping for a well deserved summer. I suspect it would be an easy task if wrapping up was all we had to do, but of course it’s never that simple in a school. We don’t just pack up our class, we need to hand them over to next year’s division and teachers, and get ready to receive our next batch. The data handover is enormous, and figuring out the what and how requires a “Goldilocks” attitude - we’ve got to get it just right. Quantity: Sharing enough to inform, but not so much that it will overwhelm next year’s teachers. Ingredients: Not sharing just numbers, but also anecdotal records and holistic data that will help teachers know students better and so...

Which comes first? The process or the culture?

“Should we meet with primary and secondary leadership teams separately or together?” This question came up during a recent chat with Joe Barder, IT Director at AIS Lagos, when we were figuring out a strategy for building their data culture. A simple question, but it got me thinking a lot about the difference between organizational culture and organizational practices, and how we need to consider both when fostering change. At AIS Lagos, everyone is eager to dive in and start analysing data. However I also sensed some hesitation from Joe about jumping in without first establishing norms and shared practices. The question of whether to have data discussions at a whole school or division level is really about whether we want to start with targeted, relevant, and actionable sessions tailored for each group, or if we take the time to develop a whole-school shared understanding of what it means to be data-informed. In other words, do we focus on the culture or the practice? On on...

Growing Data Champions

In my work with schools, I’m always on the look out for a school’s data champions: the early adopters of a culture where data is valued and is used to improve schools and student outcomes. Data champions help colleagues understand how to find, interpret, and use data effectively. They are also translators, able to turn complex findings into clear and actionable insights. Image by Mohamed Hassan form PxHere - CC0 Public Domain We often go looking for data champions in the IT office, or failing that, in the math department, but the truth is that data champions are hiding in plain sight everywhere; anyone who believes in using data to inform choices, and who can convince others of the value of data, has the potential to become a champion. So how do we find and grow these “sleeping champions”? Jim Collins share strategies for building “enduring greatness by cultivating a talent pipeline”. In a data context, this could include: Modeling data-driven d...

Learning Analytics Collaborative

Search This Blog